Ho 08 22 2016 The Hispanic Outlook in Higher Education Magazine Top 100 Issue

VOLUME 26 • NUMBER 11 AUGUST 2016

TOP 100 COLLEGES FOR HISPANICS THE (PAST AND) FUTURE OF

GENDER EQUALITY

PUTTING VOLUNTEER SKILLS TO WORK AT

HARVARD

GANAS IS ALL YOU NEED

PRIMING THE PUMP

EL PASO COMMUNITY COLLEGE HOUSTON COMMUNITY COLLEGE LONE STAR COLLEGE SYSTEM CENTRAL NEW MEXICO COMMUNITY COLLEGE CUNY CITY COLLEGE ASHFORD UNIVERSITY SAN JACINTO COMMUNITY COLLEGE FLORIDA INTERNATIONAL UNIVERSITY TEXAS TECH UNIVERSITY TARRANT COUNTY COLLEGE MONTCLAIR STATE UNIVERSITY RUTGERS UNIVERSITY-NEW BRUNSWICK MT SAN ANTONIO COLLEGE WILLIAM PATERSON UNIVERSITY SOUTHWEST TEXAS JUNIOR COLLEGE

WWW.HISPANICOUTLOOK.COM

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

FAMILIA Texas State University, to the extent not in conflict with federal or state law, prohibits discrimination or harassment on the basis of race, color, national origin, age, sex, religion, disability, veterans’ status, sexual orientation, gender identity or expression. Texas State University is a tobacco-free campus.

16-658 7-16

IT’S AT THE HEART OF EVERYTHING WE DO. txstate.edu

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 11

FEATURED ARTICLE

“Our study indicates that we think women’s welfare should be preserved over men’s...

36

PUBLISHER JOSÉ LÓPEZ-ISA EDITOR IN CHIEF MARY ANN COOPER WASHINGTON DC BUREAU CHIEF PEGGY SANDS ORCHOWSKI CONTRIBUTING EDITORS CARLOS D. CONDE, MICHELLE ADAM EDITOR EMERITUS MARILYN GILROY CONTRIBUTING WRITERS GUSTAVO A. MELLANDER CHIEF OF HUMAN RESOURCES & ADMINISTRATION TOMÁS CASTELLANOS NÚÑEZ CHIEF OF ADVERTISING, MARKETING & PRODUCTION MEREDITH COOPER RESEARCH & DEVELOPMENT DIRECTOR MARILYN ROCA ENRÍQUEZ ART & PRODUCTION DIRECTOR RICARDO CASTILLO DIRECTOR OF ACCOUNTING & FINANCE JAVIER SALAZAR CARRIÓN SALES ASSOCIATE SERGIO LUGO ARTICLE CONTRIBUTORS FRANK DIMARIA, MIQUELA RIVERA, MICHELLE ADAM

4 • August 2016

PUBLISHED BY “THE HISPANIC OUTLOOK IN HIGHER EDUCATION PUBLISHING COMPANY, INC.” Editorial Policy The Hispanic Outlook in Higher Education Magazine® (ISSN 1054-2337) is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®.

Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”

on the cover

www.HispanicOutlook.com • 5

THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE AUGUST 2016

Table of

CONTENTS 8

8

12

PUTTING VOLUNTEER SKILLS TO WORK AT HARVARD Workshop Launches New Career

by Frank DiMaria

15

HO PRESENTS THE TOP 100 SCHOOLS FOR HISPANIC ENROLLMENT AND DEGREES GRANTED Top Bachelor’s Degrees for Hispanics for Various Professions

by NCES Database

32

THE (PAST AND) FUTURE OF GENDER EQUALITY Most Americans See More Female Leaders in the Next 10 Years

by The Harris Poll

36

PSYCHOLOGY RESEARCHERS NEW STUDY Chivalry Is Not Dead When It Comes to Morality

by New York University

38

FEMALE COACHES FACE GENDER BIAS Yet, Many Fear Speaking Out

by The Women’s Sports Foundation

40

PRIMING THE PUMP Ganas Is All You Need

by Miquela Rivera

12 15

32

NEW SAT FAVORABLE TO LATINOS Focused on What Students Need to Know in College

by Michelle Adam

COMMITTED TO STUDENT SUCCESS Committed to student success and providing an exceptional educational experience, California State University, Fullerton is proud of its record supporting Hispanic student achievement in higher education.

· Ranked first in California and consistently among the top 10 in the nation for the number of bachelor’s degrees awarded to Hispanic students · Among the top institutions graduating Latino students entering the health professions · Recognized as a “Best Bang for the Buck” university 1

2

3

“Incredible things happen when we truly reach higher – to transform lives and help students graduate into a diverse world and reach their dreams.”

– President Mildred García

1 Hispanic Outlook in Higher Education (August 2016)

2 Excelencia in Education “Finding Your Workforce: In Health” (April 2015) 3 Washington Monthly (August 2015)

TITANS REACH HIGHER

NEW SAT FAVORABLE TO LATINOS Story by Michelle Adam

T

he Journey of the new Scholastic Assessment Test (SAT) began in February of 2013 when College Board President David Coleman asked James Montoya to lead a listening tour across the country.

Montoya, the board’s senior vice president of higher education and international, was more than ready to embark on this comprehensive and fruitful mission.

“It was an amazing eight months of listening and learning,” said Mon8 • August 2016

toya about a tour that included interviewing admissions’ leaders, presidents, faculty and students during visits with 80 campuses, about 200 institutions and a survey of 1,600 colleges and universities. “What came from that was the new SAT you see today.”

This past March, the College Board, a not-for-profit organization made up of 6,000 institutions, administered the new SAT, and after doing so, conducted a survey of

8,089 students comparing the new with the old. Basic changes to the test now include a focus on areas of math that matter most, an emphasis on more relevant vocabulary words, no penalty for guessing and an optional essay.

There’s much more to the new SAT than these few changes, though.

After all, Montoya’s eight months on the road provided a lot of food for fodder and inspired the College Board to create an SAT that would

James Montoya

not only test students but assist them in better preparing for college while helping admissions’ staff better evaluate skill levels of potential students.

“I heard the need for an examination that had greater alignment with classroom learning and that had a focus on those skills essential for success in college,” Montoya said. “The new SAT needed to access student readiness more effectively especially for those who tended to be at the low end of the admissions group.”

The new SAT has replaced obscure vocabulary with more applicable words used in college and real-life contexts. Also, the mathematics section is more relevant and focused on what students will need to know in college and beyond. It has changed

from more general mathematics to that which applies to ratios, percentages, linear equations and reading data.

“We did this because faculty told us that students were coming to them without being able to work well with algebraic equations needed for science classes and beyond,” Montoya said. “Today, there is so much information out there that it’s key that students can take data and analyze it and understand it well for application purposes.”

As a result of SAT changes, 71 percent of students reported that the test reflected what they were learning in school; by a six to one margin students preferred the format of the new SAT to the previous version; 75 percent of students said the Read-

The new SAT has replaced obscure vocabulary with more applicable words used in college and reallife contexts. Also, the mathematics section is more relevant and focused on what students will need to know in college and beyond. www.HispanicOutlook.com • 9

ing Test was the same as or easier than they expected; 80 percent said the vocabulary on the test would be useful to them later in life, compared with 55 percent in March 2015; and 59 percent of students said the math section tests the skills and knowledge needed for success in college and careers.

Beyond surveying students about the test itself, students were also asked to give feedback on test preparation.

“When I met with students, they said to me that they thought it was important that the field be leveled in regard to students having equal access to world-class test practice,” Montoya said.

Consequently, the College Board added more comprehensive and accessible test-preparation services.

Today, with the Board’s partnership with Khan Academy, it provides SAT courses and practice tests free-ofcharge, and all students have access to programs tailored to improving their weak areas and measuring skill levels. As a result, students are not only

10 • August 2016

able to improve their test scores, but also prepare more effectively for college.

This is great news for Hispanics, low-performing students and those from underrepresented groups in higher education who haven’t had equal access to test practice services in the past.

“Even very accomplished students said they spent a lot of time learning how to take the test rather than on improving skills they needed to succeed in college. So we created a personalized test-practice component that is focused on skills that are necessary for college success rather than on test-taking skills,” Montoya said. “What I love most about the test now is that it better assesses students’ readiness for college especially for those who tend to be at the low end of the admit group.”

Since Khan Academy came on board in June 2015, more than 1.4 million students have taken advantage of its services—four times the total population of students who use

all commercial test prep classes in a year combined.

“This is a game-changer,” Montoya said. “I was at a community board meeting, and they said that because of the success of Kahn Academy, they were able to save money and put money into other arenas.”

Compared with March 2015 SAT administration, there was a 19 percent decrease in the number of students who paid for test prep services, and nearly half of all examinees who recently took the SAT prepared with Khan Academy. In addition, 98 percent of the examinees who prepared with the academy found it very helpful.

With effective test preparation and testing that which matters most for students’ success, the College Board wanted to make the SAT an assessment that provided opportunities (and wasn’t just a vetting machine). “We want students to see the relevance of these tests and to associate them with opportunity,” Montoya said. “For Latinos, access is key,

and that access to college begins with the PSAT and SAT. The idea now is that these assessments will create opportunities for these students.”

According to Montoya, more students have access to free test preparation materials that better prepare students for college itself than ever before. Also, more than half of all students are taking advantage of the fee-waiver option on the SAT. In addition, students who qualify for fee waivers are automatically sent four application fee waivers for colleges and universities.

“We now have an increased number of Latinos taking the SATs.

We can now connect these students with colleges, fee waivers and opportunities,” Montoya said. “It is so important that Latino students know that they can take the test and don’t have to worry about paying if they come from a low-income home.”

Beyond offering fees waivers and free test preparation, today’s SAT and PSAT also open more doors for Latino students and other low-income students than ever before.

“By having Latinos taking the PSAT, we can identify students who have the ability to be successful in advanced placement, and we share this information with those students and

parents, so they can then go to their schools and request special classes,” Montoya said. “We are making sure Latinos are taking the right classes,” he added, explaining how the College Board works with technology, the Boys and Girls Clubs of America, the Hispanic Scholarship Fund and other organizations to open doors for all students.

“Assessment not connected to opportunity is not relevant anymore,” Montoya concluded. “And, I think, especially for first-generation families in the Latino community, this new SAT now represents new opportunities.” • www.HispanicOutlook.com • 11

Putting Volunteer Skills to

Work at Harvard Written by Frank DiMaria Now I’m carrying boxes here with a smile on my face,” Real said.

Real may not have realized it as a child, but while he was selflessly helping others, he was gaining the skills and experience that would lead him to a fellowship at Harvard.

“Starting at such a young age and just networking and understanding what public relations are like and what communications are like and having that background…really helped make me excel,” Real said.

On June 6, he officially became a CS50 fellow, a preceptor in computer science. CS50 is Harvard’s introduction to computer science course, which Real took as a student at Miami Dade College (MDC) through a partnership between the college, the Knight Foundation, Harvard and LaunchCode. Real graduated in May with an associate’s degree.

Born in Venezuela, Real immigrated to the U.S. with his family at age eight. He attended TERRA

Arturo J. Real

12 • August 2016

PHOTO COURT ES Y OF MDC NEWS

A

s he was carrying a box from the front of his new office at Harvard to the back of the office, a smile came across Arturo J. Real’s face. While performing this menial task, he experienced a flashback.

He was transported back in time to his childhood when he would help his mother, an advocate for environmental causes, move boxes at events she organized. “Back then, it was just like, ‘Oh, this is all I do; I just carry boxes and help out my mom.’

PHOTO COURTESY OF MDC NEWS

Arturo J. Real

Environmental Research Institute, a magnet high school in Miami, where he studied biotechnology and biomedicine. After enrolling in MDC, he gained an interest in political science and switched his major. Then the email that would change his life arrived in his inbox. It announced a unique computer-programing course called CS50x. “I had actually read about CS50x previously,” Real said. “I had heard about the class. It sounded very interesting, and I’ve had an interest for some time in computer science...Now that it is going to be offered in person, it’s a no brainer. It’s a Harvard class, it’s here at Miami Dade where I’m a student, so I’ll just have to go for it,” Real said.

Twenty Grueling Weeks And go for it he did. CS50x is a grueling 20-week class deliv-

ered through edX, Harvard’s online learning destination and MOOC provider. The class leverages local expertise and LaunchCode’s deep roots in the employer ecosystem to create a unique classroom experience. With mentored support for instructors, teaching fellows and professional programmers, CS50x provides individuals who wish to pursue a career in computer programing a strong foundation in the field.

Harvard delivers the first 14 weeks of the course as a MOOC through edX. MDC delivers the final six weeks on its campus. It’s during these final six weeks that students delve deeper into the three programing languages offered by the course. At the end of the course, students take an exam that qualifies them for certification in a computer language. “The class started out fairly

“My goal as a kid trying to live up to the assumed expectations of my parents was that I wanted to make it to Harvard to make mom proud and to be at the best school.”

Arturo J. Real.

www.HispanicOutlook.com • 13

simple, difficult for me, but something that I could grasp by devoting more time than I was used to devoting to any other course,” Real said.

By week three, the course began to challenge Real, becoming progressively more difficult as the weeks passed. Not one to back down from a challenge, Real stuck with it.

Over the duration of the course Real witnessed a change in himself and in his cohort. They started showing up for all the available office hours, or coding hours, to work more closely with the teaching fellows. “We’d sit in the classroom for hours from 12 to 5 p.m.

Monday through Friday and sometimes on Saturdays just reviewing the topics, subjects and concepts so that we could really grasp them on a really deep level (and understand) why they’re useful and how to use them,” Real said.

Getting to Harvard Attending Harvard had been a dream of Real’s since he was a youngster. “My goal as a kid trying to live up to the assumed expecta14 • August 2016

tions of my parents was that I wanted to make it to Harvard to make mom proud and to be at the best school,” Real said. But his path to Harvard was somewhat different than most students’.

While attending a hackathon event at MDC, he met David Malan, the professor for the CS50 course at Harvard. “We just hit it off, and I told David that I was interested in bringing the course to the high school level,” Real said.

Malan invited Real to Harvard’s hackathon. He accepted the invite and raised money for the trip using crowd funding.

Once at Harvard’s hackathon, he drew upon the lessons he learned while helping his mother set up for her non-profit events. He assisted the hackathon organizers when he could to ensure that the event ran smoothly while witnessing the “way Harvard does things.” Real brought that knowledge back to MDC where he had already been running public relations and social media for CS50x. “I was so passionate about it, and I still am,” Real said.

Unbeknownst to Real, Sari Kulthm, the lead instructor for CS50x at MDC, had been singing Real’s praises to Malan about his work on the MDC campus.

“David (Malan) called, and when I answered, he extended the offer.

Of course I immediately said ‘yes,’” Real said.

Real’s fellowship will run a full year with an option for a second.

His ultimate goal is to offer CS50 to high school students as an AP class.

A number of CS50 workshops have been offered at high schools in San Diego, the District of Columbia and New York. Real said they have been received well. “It is the same version of the Harvard class extended over the entire high school year.

It’s not a watered-down version of the course,” Real said.

As Real reflects on his accomplishments of the past year, he said not much has changed from that boy who helped his mother by carrying boxes to set up an event.

“Now I’m doing it but here at Harvard. I just thought that was a bit funny,” Real said. •

E

ach

year

HO

acknowledges

America’s

top

colleges and universities with the most Hispanic

students as well as schools granting the most degrees to Hispanic students generally and for specific majors. It is heartening to see that each year the numbers increase in each category. It is a testament to these school’s commitment to diversity and inclusion. To these institutions of higher education we say, bravo, well done!

www.HispanicOutlook.com • 15

TOTAL ENROLLMENT 2014 Total Enrollment 2014 - 2 year schools 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

East Los Angeles College El Paso Community College Lone Star College System Houston Community College Mt San Antonio College Santa Ana College Cerritos College Tarrant County College District San Jacinto Community College Long Beach City College Rio Hondo College Fullerton College Pasadena City College Central New Mexico Community College San Antonio College Austin Community College District Bakersfield College El Camino Community College District Chaffey College CUNY Borough of Manhattan Community College Pima Community College Santa Monica College Fresno City College Riverside City College Northern Virginia Community College Los Angeles Pierce College Southwestern College Los Angeles City College Palomar College Los Angeles Valley College CUNY LaGuardia Community College Northwest Vista College San Bernardino Valley College Reedley College Laredo Community College San Joaquin Delta College San Diego Mesa College San Diego City College Modesto Junior College Los Angeles Mission College Citrus College College of the Canyons Orange Coast College Ventura College CUNY Bronx Community College Cypress College Santa Rosa Junior College Hillsborough Community College City Colleges of Chicago-Wilbur Wright College Sacramento City College Hartnell College

16 • August 2016

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA TX TX TX CA CA CA TX TX CA CA CA CA NM TX TX CA CA CA NY AZ CA CA CA VA CA CA CA CA CA NY TX CA CA TX CA CA CA CA CA CA CA CA CA NY CA CA FL IL CA CA

36,012 28,308 69,395 58,276 29,045 29,590 21,774 50,595 27,911 24,403 16,263 25,051 26,611 26,771 21,280 40,949 18,698 24,207 19,557 26,606 28,070 30,158 22,307 18,547 51,487 21,034 19,000 18,756 24,914 18,641 20,231 15,797 12,965 14,633 8,307 18,572 24,159 16,298 17,578 10,191 12,780 17,148 21,775 12,928 11,506 15,816 23,144 27,298 12,146 23,317 9,800

24,235 24,203 23,751 18,411 17,451 15,180 14,892 14,632 13,794 13,214 13,131 13,042 12,963 12,734 12,506 12,388 12,269 11,979 11,880 11,656 11,576 11,564 11,534 10,649 10,264 9,769 9,705 9,664 9,586 9,401 9,050 9,050 8,435 8,382 8,105 8,026 8,022 7,877 7,820 7,755 7,734 7,686 7,394 7,324 7,315 7,103 7,089 6,966 6,860 6,858 6,762

10,637 10,320 9,714 7,578 8,090 7,903 6,609 5,899 5,986 5,865 6,560 6,015 5,818 5,323 5,085 5,284 5,164 5,651 4,817 5,009 5,071 5,327 5,220 4,559 4,665 4,308 4,430 4,285 5,065 4,115 3,708 3,972 3,592 3,431 3,574 3,420 3,648 3,494 3,315 3,038 3,513 3,680 3,716 3,217 3,091 2,923 3,054 2,857 2,716 2,871 3,142

13,598 13,883 14,037 10,833 9,361 7,277 8,283 8,733 7,808 7,349 6,571 7,027 7,145 7,411 7,421 7,104 7,105 6,328 7,063 6,647 6,505 6,237 6,314 6,090 5,599 5,461 5,275 5,379 4,521 5,286 5,342 5,078 4,843 4,951 4,531 4,606 4,374 4,383 4,505 4,717 4,221 4,006 3,678 4,107 4,224 4,180 4,035 4,109 4,144 3,987 3,620

67% 85% 34% 32% 60% 51% 68% 29% 49% 54% 81% 52% 49% 48% 59% 30% 66% 49% 61% 44% 41% 38% 52% 57% 20% 46% 51% 52% 38% 50% 45% 57% 65% 57% 98% 43% 33% 48% 44% 76% 61% 45% 34% 57% 64% 45% 31% 26% 56% 29% 69%

2 YEAR SCHOOLS Total Enrollment 2014 - 2 year schools 51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

Antelope Valley College Imperial Valley College Glendale Community College College of the Sequoias Del Mar College City Colleges of Chicago-Richard J Daley College College of the Desert Mt San Jacinto Community College District Eastfield College College of DuPage De Anza College American River College New Mexico State University-Dona Ana Allan Hancock College Santa Barbara City College Richland College Merced College Grossmont College Los Angeles Harbor College Palo Alto College City College of San Francisco Victor Valley College Ivy Tech Community College Phoenix College Montgomery College St Philip’s College Mesa Community College Norco College Arizona Western College Collin County Community College District Moreno Valley College Cabrillo College Nassau Community College CUNY Queensborough Community College Santiago Canyon College Oxnard College College of Lake County Mountain View College Hudson County Community College Saddleback College MiraCosta College Chabot College Sierra College Suffolk County Community College Texas State Technical College-Harlingen Glendale Community College Southwest Texas Junior College Passaic County Community College Diablo Valley College Salt Lake Community College West Los Angeles College

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA CA AZ CA TX IL CA CA TX IL CA CA NM CA CA TX CA CA CA TX CA CA IN AZ MD TX AZ CA AZ TX CA CA NY NY CA CA IL TX NJ CA CA CA CA NY TX CA TX NJ CA UT CA

14,578 8,135 20,506 10,647 10,439 8,914 9,719 14,580 15,112 29,476 23,104 29,133 8,448 11,047 17,927 19,343 10,214 18,040 10,145 8,376 23,610 11,557 91,179 12,107 25,517 10,514 22,711 9,304 7,702 27,991 8,731 13,594 22,374 16,182 11,202 7,148 15,410 8,950 9,203 20,007 14,687 13,047 18,565 26,600 5,225 15,112 5,572 8,968 20,089 30,248 10,641

6,748 6,695 6,690 6,626 6,620 6,618 6,583 6,536 6,418 6,402 6,081 6,034 5,990 5,896 5,878 5,874 5,869 5,850 5,847 5,793 5,627 5,595 5,533 5,496 5,440 5,414 5,261 5,240 5,233 5,191 5,181 5,154 5,126 5,119 5,118 5,116 5,105 5,083 5,073 5,024 4,937 4,814 4,791 4,756 4,717 4,686 4,686 4,638 4,626 4,596 4,490

2,734 2,747 3,006 2,889 2,869 2,534 2,951 2,691 2,709 2,750 2,943 2,774 2,426 2,736 2,617 2,587 2,524 2,392 2,276 2,185 2,677 2,433 2,249 1,990 2,538 2,367 2,416 2,383 2,184 2,213 2,145 2,204 2,414 2,298 2,949 2,326 2,208 2,188 2,153 2,206 2,048 2,151 2,179 2,101 2,210 2,154 1,845 1,782 2,127 2,028 1,889

4,014 3,948 3,684 3,737 3,751 4,084 3,632 3,845 3,709 3,652 3,138 3,260 3,564 3,160 3,261 3,287 3,345 3,458 3,571 3,608 2,950 3,162 3,284 3,506 2,902 3,047 2,845 2,857 3,049 2,978 3,036 2,950 2,712 2,821 2,169 2,790 2,897 2,895 2,920 2,818 2,889 2,663 2,612 2,655 2,507 2,532 2,841 2,856 2,499 2,568 2,601

46% 82% 33% 62% 63% 74% 68% 45% 42% 22% 26% 21% 71% 53% 33% 30% 57% 32% 58% 69% 24% 48% 6% 45% 21% 51% 23% 56% 68% 19% 59% 38% 23% 32% 46% 72% 33% 57% 55% 25% 34% 37% 26% 18% 90% 31% 84% 52% 23% 15% 42%

www.HispanicOutlook.com • 17

TOTAL ENROLLMENT 2014 Total Enrollment 2014 - 4 year schools 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

Miami Dade College Florida International University The University of Texas -Rio Grande Valley South Texas College The University of Texas at El Paso California State University-Northridge Broward College Valencia College California State University-Los Angeles The University of Texas at San Antonio California State University-Fullerton California State University-Long Beach University of Central Florida Texas State University University of New Mexico-Main Campus Texas A & M University-College Station University of Houston California State University-San Bernardino California State University-Fresno The University of Texas at Austin San Diego State University College of Southern Nevada University of Arizona California State Polytechnic University-Pomona Grand Canyon University Arizona State University-Tempe The University of Texas at Arlington University of Florida Texas A & M University-Kingsville California State University-Dominguez Hills California State University-Sacramento New Mexico State University-Main Campus Palm Beach State College University of South Florida-Main Campus San Jose State University Florida Atlantic University University of California-Riverside Texas Tech University University of California-Los Angeles Texas A & M International University University of North Texas San Francisco State University Florida State University University of Nevada-Las Vegas University of California-Irvine CUNY John Jay College of Criminal Justice CUNY Lehman College Nova Southeastern University Keiser University-Ft Lauderdale University of Houston-Downtown

18 • August 2016

State

Total

Hispanics

Latino

Latinas

% Hispanics

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

66,046 49,610 32,958 30,180 23,079 40,131 44,119 43,217 24,488 28,628 38,128 36,809 60,767 36,739 27,844 61,642 40,914 18,952 23,179 51,313 33,483 35,943 42,236 23,966 62,304 50,320 39,740 49,459 13,246 14,687 29,349 15,829 28,517 41,938 32,713 30,297 21,498 35,158 41,845 7,554 36,486 29,465 41,226 28,515 30,051 15,045 12,398 24,148 19,110 14,439

44,870 31,211 29,298 28,206 18,357 15,855 15,053 13,965 13,881 13,849 13,722 13,293 13,108 11,606 11,308 11,256 10,994 10,400 10,049 9,836 9,783 9,534 9,405 9,052 8,933 8,239 8,186 8,127 7,898 7,862 7,794 7,738 7,698 7,412 7,407 7,255 7,120 7,075 7,066 7,024 6,873 6,737 6,594 6,482 6,454 6,429 6,270 6,150 5,868 5,826

18,898 13,603 12,426 12,144 8,211 6,402 6,372 6,035 5,348 6,634 5,561 5,274 5,776 4,825 4,723 5,526 5,293 3,693 3,852 4,513 4,048 4,100 4,075 4,694 2,490 4,277 3,261 3,514 3,313 2,716 3,083 3,299 3,304 3,181 3,297 3,034 2,964 3,645 2,782 2,821 3,161 2,581 2,887 2,706 2,748 2,605 1,913 1,772 2,189 2,239

25,972 17,608 16,872 16,062 10,146 9,453 8,681 7,930 8,533 7,215 8,161 8,019 7,332 6,781 6,585 5,730 5,701 6,707 6,197 5,323 5,735 5,434 5,330 4,358 6,443 3,962 4,925 4,613 4,585 5,146 4,711 4,439 4,394 4,231 4,110 4,221 4,156 3,430 4,284 4,203 3,712 4,156 3,707 3,776 3,706 3,824 4,357 4,378 3,679 3,587

68% 63% 88% 93% 80% 40% 34% 32% 57% 48% 36% 36% 22% 32% 41% 18% 27% 55% 43% 19% 29% 27% 22% 38% 14% 16% 21% 16% 60% 54% 27% 49% 27% 18% 23% 24% 33% 20% 17% 93% 19% 23% 16% 23% 21% 43% 51% 25% 31% 40%

4 YEAR SCHOOLS Total Enrollment 2014 - 4 year schools 51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

University of California-Davis American Public University System CUNY Hunter College University of Phoenix-California CUNY New York City College of Technology Rutgers University-New Brunswick University of Illinois at Chicago Northern Arizona University University of California-Santa Barbara University of California-Santa Cruz University of Southern California CUNY City College CUNY Queens College Texas A & M University-Corpus Christi Ashford University University of the Incarnate Word California State University-San Marcos University of Maryland-University College Metropolitan State University of Denver University of California-Berkeley University of California-San Diego Montclair State University National University California State University-Bakersfield California State University-Chico Western Governors University New York University Seminole State College of Florida California State University-Stanislaus Florida SouthWestern State College Excelsior College California State University-East Bay St Petersburg College Sam Houston State University University of La Verne University of Miami Kean University George Mason University DePaul University University of Illinois at Urbana-Champaign University of Nevada-Reno Northeastern Illinois University University of Colorado Denver Indian River State College CUNY Bernard M Baruch College Mercy College CUNY Brooklyn College Utah Valley University Washington State University Texas Women’s University

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA WV NY CA NY NJ IL AZ CA CA CA NY NY TX CA TX CA MD CO CA CA NJ CA CA CA UT NY FL CA FL NY CA FL TX CA FL NJ VA IL IL NV IL CO FL NY NY NY UT WA TX

34,508 57,539 23,112 23,257 17,374 48,378 27,969 27,705 23,051 17,866 42,453 15,579 19,310 11,256 51,237 8,745 12,154 47,906 21,674 37,565 30,709 20,022 17,608 8,720 17,287 57,821 49,274 18,399 9,045 15,389 41,527 14,823 32,681 19,573 8,517 16,674 14,359 33,729 23,799 45,140 19,934 10,275 22,791 17,665 18,090 11,272 17,390 31,332 28,686 15,071

5,697 5,656 5,623 5,578 5,473 5,438 5,435 5,368 5,366 5,327 5,286 5,159 5,076 5,030 4,792 4,715 4,703 4,628 4,576 4,529 4,493 4,447 4,345 4,334 4,320 4,291 4,267 4,208 4,169 3,995 3,837 3,777 3,637 3,611 3,542 3,526 3,443 3,420 3,388 3,384 3,283 3,260 3,243 3,218 3,210 3,208 3,156 3,134 3,077 3,072

2,139 3,674 1,776 2,398 3,065 2,336 2,432 2,032 2,281 2,145 2,233 2,116 2,009 1,875 1,601 1,689 1,558 2,541 1,930 1,923 2,187 1,565 1,599 1,545 1,866 1,875 1,648 1,842 1,363 1,539 2,071 1,223 1,449 1,331 1,294 1,591 1,193 1,462 1,468 1,727 1,402 1,309 1,298 1,286 1,557 850 1,164 1,574 1,363 365

3,558 1,982 3,847 3,180 2,408 3,102 3,003 3,336 3,085 3,182 3,053 3,043 3,067 3,155 3,191 3,026 3,145 2,087 2,646 2,606 2,306 2,882 2,746 2,789 2,454 2,416 2,619 2,366 2,806 2,456 1,766 2,554 2,188 2,280 2,248 1,935 2,250 1,958 1,920 1,657 1,881 1,951 1,945 1,932 1,653 2,358 1,992 1,560 1,714 2,797

17% 10% 24% 24% 32% 11% 19% 19% 23% 30% 12% 33% 26% 45% 9% 54% 39% 10% 21% 12% 15% 22% 25% 50% 25% 7% 9% 23% 46% 26% 9% 25% 11% 18% 42% 21% 24% 10% 14% 7% 16% 32% 14% 18% 18% 28% 18% 10% 11% 20%

www.HispanicOutlook.com • 19

2014 FIRST MAJOR

2014 First major Master’s Degrees Granted 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

Florida International University Nova Southeastern University University of Southern California The University of Texas – Rio Grande Valley National University The University of Texas at El Paso Grand Canyon University The University of Texas at San Antonio University of New Mexico-Main Campus California State University-Long Beach Columbia University in the City of New York Webster University University of Florida San Diego State University California State University-Northridge University of Central Florida Texas A & M University-Kingsville New York University Ashford University University of California-Los Angeles New Mexico State University-Main Campus CUNY Hunter College California State University-Los Angeles University of South Florida-Main Campus Liberty University San Jose State University University of Phoenix-California The University of Texas at Austin California State University-Fullerton Barry University University of La Verne Texas State University Azusa Pacific University University of Houston University of Miami The University of Texas at Arlington Fordham University California State University-Fresno Texas Woman’s University CUNY Lehman College Rutgers University-New Brunswick Arizona State University-Tempe Mercy College University of the Incarnate Word CUNY Graduate School and University Center Touro College Loyola Marymount University University of St Thomas Florida Atlantic University University of Maryland-University College Texas A & M University-College Station University of Arizona CUNY Queens College Johns Hopkins University George Washington University Western Governors University Northern Arizona University California State University-Dominguez Hills CUNY City College

20 • August 2016

State

Total

Hispanics

Latino

Latinas

% Hispanics

FL FL CA TX CA TX AZ TX NM CA NY MO FL CA CA FL TX NY CA CA NM NY CA FL VA CA CA TX CA FL CA TX CA TX FL TX NY CA TX NY NJ AZ NY TX NY NY CA TX FL MD TX AZ NY MD DC UT AZ CA NY

3,159 3,973 7,089 1,013 3,498 993 5,628 1,219 1,308 1,696 7,162 5,481 4,173 1,746 1,992 2,539 806 8,304 4,450 2,963 807 2,055 1,083 2,630 7,423 2,264 1,444 3,095 1,476 1,133 1,157 1,265 1,085 2,081 1,045 2,586 2,289 801 1,759 794 2,708 2,956 1,184 470 779 2,247 800 786 1,355 3,649 2,478 1,702 1,181 4,694 4,376 4,284 1,345 787 954

1,458 900 869 786 643 572 543 417 393 391 376 374 346 345 339 334 333 327 325 316 305 303 301 296 288 287 275 274 265 262 261 261 259 258 257 254 245 244 243 238 236 233 231 226 225 225 215 215 212 211 211 210 208 207 200 200 197 197 196

637 268 278 270 211 239 132 140 156 134 154 175 161 102 88 124 108 105 96 129 91 46 95 99 131 92 98 129 102 64 86 90 84 105 115 82 49 71 37 50 64 139 43 90 95 31 47 33 85 109 110 83 57 95 72 83 54 62 59

821 632 591 516 432 333 411 277 237 257 222 199 185 243 251 210 225 222 229 187 214 257 206 197 157 195 177 145 163 198 175 171 175 153 142 172 196 173 206 188 172 94 188 136 130 194 168 182 127 102 101 127 151 112 128 117 143 135 137

46% 23% 12% 77% 18% 58% 10% 34% 30% 23% 5% 7% 8% 20% 17% 13% 41% 4% 7% 11% 38% 15% 28% 11% 4% 13% 19% 9% 18% 23% 23% 21% 24% 12% 25% 10% 11% 30% 14% 30% 9% 8% 20% 48% 29% 10% 27% 27% 16% 6% 9% 12% 18% 4% 5% 5% 15% 25% 21%

MASTER’S DEGREES GRANTED

2014 First major Master’s Degrees Granted 54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

Brandman University Harvard University University of Michigan-Ann Arbor Texas A & M University-Commerce Texas A & M International University Boston University Florida State University George Mason University Kaplan University-Davenport Campus University of San Francisco New Mexico Highlands University University of Washington-Seattle Campus Stanford University University of Illinois at Chicago Texas Tech University University of North Texas Georgetown University DePaul University Teachers College at Columbia University University of California-Berkeley California State University-San Bernardino California State University-Sacramento American College of Education Sam Houston State University Concordia University-Chicago St John’s University-New York Concordia University-Portland Carlos Albizu University-Miami San Francisco State University University of Redlands Our Lady of the Lake University Montclair State University Texas A & M University-Corpus Christi Northwestern University University of Pennsylvania University of Denver University of Houston-Clear Lake Regis University The University of Texas at Dallas Concordia University-Texas University of Illinois at Urbana-Champaign Concordia University-Irvine Arizona State University-Downtown Phoenix Drexel University American University Cambridge College California Baptist University Loyola University Chicago Fairleigh Dickinson University-Metropolitan Campus California State University-East Bay CUNY Bernard M Baruch College National Louis University CUNY Brooklyn College University of Utah University of Colorado Denver CUNY John Jay College of Criminal Justice Wayland Baptist University Stony Brook University Cornell University

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA MA MI TX TX MA FL VA IA CA NM WA CA IL TX TX DC IL NY CA CA CA IN TX IL NY OR FL CA CA TX NJ TX IL PA CO TX CO TX TX IL CA AZ PA DC MA CA IL NJ CA NY IL NY UT CO NY TX NY NY

1,007 3,805 4,297 1,708 228 4,290 2,065 2,988 2,852 1,305 375 3,436 2,283 2,264 1,353 1,633 3,209 2,549 1,861 2,253 610 968 1,842 900 1,399 1,367 2,164 177 1,225 531 307 1,095 489 3,610 3,713 2,076 1,066 1,460 2,937 582 3,410 848 634 2,494 1,593 973 451 1,526 847 1,033 1,467 1,126 962 1,823 1,876 535 581 1,783 2,328

195 191 189 189 188 186 183 182 176 168 167 167 166 165 165 165 164 162 162 161 159 157 157 154 152 152 150 149 148 147 141 136 133 132 131 130 129 128 125 124 123 122 119 119 117 115 114 114 114 113 112 110 110 109 107 106 106 105 102

56 100 88 75 72 75 93 73 58 37 49 78 88 53 63 60 73 68 40 68 48 49 46 43 37 48 28 37 52 68 33 32 31 65 57 40 47 57 67 24 63 46 27 40 41 24 28 39 44 33 45 22 28 49 41 32 55 30 68

139 91 101 114 116 111 90 109 118 131 118 89 78 112 102 105 91 94 122 93 111 108 111 111 115 104 122 112 96 79 108 104 102 67 74 90 82 71 58 100 60 76 92 79 76 91 86 75 70 80 67 88 82 60 66 74 51 75 34

19% 5% 4% 11% 82% 4% 9% 6% 6% 13% 45% 5% 7% 7% 12% 10% 5% 6% 9% 7% 26% 16% 9% 17% 11% 11% 7% 84% 12% 28% 46% 12% 27% 4% 4% 6% 12% 9% 4% 21% 4% 14% 19% 5% 7% 12% 25% 7% 13% 11% 8% 10% 11% 6% 6% 20% 18% 6% 4%

www.HispanicOutlook.com • 21

2014 ASSOCIATE’S DEGREE 2014 Associate’s degree first major 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

El Paso Community College Houston Community College Lone Star College System Central New Mexico Community College CUNY Borough of Manhattan Community College East Los Angeles College San Jacinto Community College San Joaquin Valley College-Visalia Tarrant County College District Santa Ana College Mt San Antonio College Citrus College Pima Community College Chaffey College Pasadena City College San Joaquin Delta College Northern Virginia Community College CUNY LaGuardia Community College CUNY Bronx Community College San Antonio College Hillsborough Community College New Mexico State University-Dona Ana El Camino Community College District Rio Hondo College Laredo Community College Fullerton College Palomar College Imperial Valley College Riverside City College Ventura College Los Angeles Mission College Del Mar College Cerritos College College of the Sequoias Mt San Jacinto Community College District Nassau Community College San Bernardino Valley College Southwestern College Santa Barbara City College Antelope Valley College CUNY Queensborough Community College Northwest Vista College Allan Hancock College Bergen Community College CUNY Kingsborough Community College Bakersfield College Hartnell College Santiago Canyon College Suffolk County Community College Santa Monica College Sierra College Cabrillo College CUNY Hostos Community College Austin Community College District Central Texas College

State

Total

Hispanics

Latino

Latinas

% Hispanics

TX TX TX NM NY CA TX CA TX CA CA CA AZ CA CA CA VA NY NY TX FL NM CA CA TX CA CA CA CA CA CA TX CA CA CA NY CA CA CA CA NY TX CA NJ NY CA CA CA NY CA CA CA NY TX TX

3,422 4,672 4,409 3,179 3,242 1,645 2,944 2,206 4,771 1,821 1,934 1,971 2,633 1,905 2,589 2,513 5,578 2,379 1,480 1,579 3,374 1,172 1,983 989 778 1,612 1,978 784 1,550 1,236 837 1,102 1,106 1,088 1,595 3,133 983 1,062 1,755 1,344 1,949 1,015 1,150 2,519 2,827 1,023 747 1,365 3,704 1,434 2,422 1,360 847 2,049 3,042

2,895 1,369 1,334 1,292 1,219 1,218 1,198 1,170 1,126 1,092 1,081 1,076 1,002 1,000 979 961 940 889 869 861 808 805 801 764 757 750 730 721 706 678 664 662 645 603 598 589 580 579 576 573 573 569 568 551 545 543 541 540 528 517 507 499 493 490 485

1,092 471 449 428 453 413 468 348 376 453 444 437 406 382 411 326 404 345 313 309 295 299 339 304 272 299 297 286 251 241 185 245 235 230 209 235 207 236 213 220 248 249 227 229 204 175 198 235 194 182 187 159 134 220 286

1,803 898 885 864 766 805 730 822 750 639 637 639 596 618 568 635 536 544 556 552 513 506 462 460 485 451 433 435 455 437 479 417 410 373 389 354 373 343 363 353 325 320 341 322 341 368 343 305 334 335 320 340 359 270 199

85% 29% 30% 41% 38% 74% 41% 53% 24% 60% 56% 55% 38% 52% 38% 38% 17% 37% 59% 55% 24% 69% 40% 77% 97% 47% 37% 92% 46% 55% 79% 60% 58% 55% 37% 19% 59% 55% 33% 43% 29% 56% 49% 22% 19% 53% 72% 40% 14% 36% 21% 37% 58% 24% 16%

Source: NCES/IPEDS DATABASE 2 YEAR SCHOOLS GRANTING MOST ASSOCIATE DEGREES TO HISPANIC STUDENTS 22 • August 2016

FIRST MAJOR 2014 Associate’s degree first major 55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

Southwest Texas Junior College Arizona Western College College of the Canyons Glendale Community College Hudson County Community College ASA College City Colleges of Chicago-Wilbur Wright College Orange Coast College Fresno City College Long Beach City College Los Angeles Pierce College American River College Grossmont College Modesto Junior College Santa Rosa Junior College Richland College Oxnard College Los Angeles Harbor College Norco College Phoenix College Sacramento City College Reedley College Merced College Montgomery College Mesa Community College Palo Alto College Eastfield College Mountain View College SUNY Westchester Community College Texas State Technical College-Harlingen MiraCosta College Los Medanos College De Anza College Victor Valley College Salt Lake Community College College of the Desert Cypress College Estrella Mountain Community College Los Angeles Valley College Moorpark College Cochise County Community College District Essex County College Solano Community College Amarillo College Brookhaven College Passaic County Community College Collin County Community College District City Colleges of Chicago-Harold Washington College Ivy Tech Community College Coastline Community College College of DuPage Morton College Middlesex County College San Diego City College

State

Total

Hispanics

Latino

Latinas

% Hispanics

TX AZ CA AZ NJ NY IL CA CA CA CA CA CA CA CA TX CA CA CA AZ CA CA CA MD AZ TX TX TX NY TX CA CA CA CA UT CA CA AZ CA CA AZ NJ CA TX TX NJ TX IL IN CA IL IL NJ CA

551 797 1,354 1,816 875 1,207 1,035 1,782 1,130 1,032 1,171 2,435 1,713 1,286 1,891 1,608 561 791 812 1,057 1,645 773 818 2,374 2,253 556 1,072 795 1,385 446 1,319 1,020 1,511 973 3,782 622 963 895 791 1,286 1,392 1,376 1,393 1,098 874 687 1,944 850 9,453 1,483 2,448 377 1,474 672

485 482 480 473 469 469 458 457 450 445 442 434 429 428 425 425 424 422 421 420 417 415 411 409 407 407 404 404 399 396 381 371 370 367 365 355 342 338 337 328 320 318 314 314 306 301 298 295 289 288 288 285 285 281

153 174 205 201 177 111 166 190 147 202 157 153 193 136 199 169 139 144 135 132 136 132 132 163 165 135 143 154 162 212 153 106 146 130 143 153 123 122 124 126 179 115 98 109 131 90 120 106 106 182 123 110 89 107

332 308 275 272 292 358 292 267 303 243 285 281 236 292 226 256 285 278 286 288 281 283 279 246 242 272 261 250 237 184 228 265 224 237 222 202 219 216 213 202 141 203 216 205 175 211 178 189 183 106 165 175 196 174

88% 60% 35% 26% 54% 39% 44% 26% 40% 43% 38% 18% 25% 33% 22% 26% 76% 53% 52% 40% 25% 54% 50% 17% 18% 73% 38% 51% 29% 89% 29% 36% 24% 38% 10% 57% 36% 38% 43% 26% 23% 23% 23% 29% 35% 44% 15% 35% 3% 19% 12% 76% 19% 42%

Source: NCES/IPEDS DATABASE 2 YEAR SCHOOLS GRANTING MOST ASSOCIATE DEGREES TO HISPANIC STUDENTS www.HispanicOutlook.com • 23

24 • August 2016 Image licensed by Ingram Image

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WWW.HISPANICOUTLOOK.COM 299 MARKET STREET, SUITE 145 SADDLE BROOK, NJ 07663 www.HispanicOutlook.com • 25

2014 FIRST MAJOR 2014 First major Bachelor’s degrees granted 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

Florida International University University of Texas Rio Grande Valley University of Central Florida California State University-Fullerton The University of Texas-Pan American California State University-Long Beach California State University-Northridge The University of Texas at San Antonio University of Phoenix-Arizona The University of Texas at Austin San Diego State University University of Houston Texas State University California State University-San Bernardino Arizona State University-Tempe University of Florida California State University-Fresno Texas A & M University-College Station University of South Florida-Main Campus University of California-Riverside University of New Mexico-Main Campus California State University-Los Angeles California State Polytechnic University-Pomona University of Arizona The University of Texas at Arlington New Mexico State University-Main Campus Texas A & M University-Kingsville Florida Atlantic University Florida State University San Jose State University San Francisco State University Ashford University California State University-Sacramento California State University-Dominguez Hills University of California-Los Angeles University of California-Santa Barbara CUNY John Jay College of Criminal Justice University of North Texas University of California-Davis University of California-Irvine CUNY Lehman College University of California-Berkeley Texas A & M International University Texas Tech University Northern Arizona University Rutgers University-New Brunswick University of California-San Diego University of California-Santa Cruz University of Houston-Downtown University of Illinois at Chicago Montclair State University University of the Incarnate Word

State

Total

Hispanics

Latino

Latinas

% Hispanics

FL TX FL CA TX CA CA TX AZ TX CA TX TX CA AZ FL CA TX FL CA NM CA CA AZ TX NM TX FL FL CA CA CA CA CA CA CA NY TX CA CA NY CA TX TX AZ NJ CA CA TX IL NJ TX

8,069 3,797 12,372 7,451 2,758 7,142 7,042 4,537 25,268 9,398 6,565 6,372 6,013 3,343 9,319 8,515 4,267 9,847 8,079 4,576 3,692 3,424 4,104 6,370 6,737 2,714 1,824 5,017 8,105 5,431 6,211 11,850 5,787 2,601 7,331 4,871 2,580 6,315 6,765 5,997 1,927 7,565 950 5,222 4,960 7,629 6,148 3,766 2,386 3,756 3,197 1,203

5,347 3,310 2,463 2,420 2,401 2,282 2,268 2,176 2,101 1,845 1,841 1,735 1,582 1,568 1,561 1,555 1,554 1,548 1,493 1,470 1,453 1,412 1,381 1,351 1,317 1,302 1,295 1,241 1,240 1,234 1,226 1,184 1,180 1,176 1,166 1,095 1,065 1,060 992 944 938 934 886 875 860 857 853 841 821 725 713 703

2,105 1,321 1,045 870 983 836 872 1,013 693 828 752 724 627 552 761 635 592 722 549 560 585 516 685 565 469 508 432 506 530 479 475 408 428 406 439 429 427 451 389 383 253 424 321 428 273 350 370 337 257 299 228 218

3,242 1,989 1,418 1,550 1,418 1,446 1,396 1,163 1,408 1,017 1,089 1,011 955 1,016 800 920 962 826 944 910 868 896 696 786 848 794 863 735 710 755 751 776 752 770 727 666 638 609 603 561 685 510 565 447 587 507 483 504 564 426 485 485

66% 87% 20% 32% 87% 32% 32% 48% 8% 20% 28% 27% 26% 47% 17% 18% 36% 16% 18% 32% 39% 41% 34% 21% 20% 48% 71% 25% 15% 23% 20% 10% 20% 45% 16% 22% 41% 17% 15% 16% 49% 12% 93% 17% 17% 11% 14% 22% 34% 19% 22% 58%

Source: NCES/IPEDS DATABASE 2014 BACHELOR DEGREES GRANTED 26 • August 2016

BACHELOR’S DEGREES GRANTED 2014 First major Bachelor’s degrees granted 53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80.

81.

82.

83.

84.

85.

86.

87.

88.

89.

90.

91.

92.

93.

94.

95.

96.

97.

98.

99.

100.

University of Southern California CUNY City College University of Miami CUNY Queens College California State University-Stanislaus University of Nevada-Las Vegas Grand Canyon University California State University-San Marcos CUNY Hunter College DePaul University Pennsylvania State University-Main Campus Miami Dade College University of La Verne Texas A & M University-Corpus Christi California State University-Bakersfield George Mason University University of Maryland-College Park California State University-East Bay California State University-Chico University of Illinois at Urbana-Champaign Kean University Sam Houston State University Metropolitan State University of Denver Arizona State University-Downtown Phoenix American Public University System California Polytechnic State University-San Luis Obispo National University University of Washington-Seattle Campus Nova Southeastern University New York University CUNY Bernard M Baruch College University of Colorado Boulder The University of Texas at Dallas Northeastern Illinois University University of Utah DeVry University-California University of Houston-Clear Lake California State University-Monterey Bay William Paterson University of New Jersey Mercy College Texas Woman’s University Georgia State University Baylor University Washington State University Monroe College University of California-Merced Stony Brook University Rutgers University-Newark University of North Carolina at Chapel Hill California State University-Channel Islands New Jersey City University

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA NY FL NY CA NV AZ CA NY IL PA FL CA TX CA VA MD CA CA IL NJ TX CO AZ WV CA CA WA FL NY NY CO TX IL UT CA TX CA NJ NY TX GA TX WA NY CA NY NJ NC CA NJ

4,932 2,118 2,633 3,149 1,716 3,764 6,916 2,441 2,869 3,748 11,390 1,005 1,223 1,484 1,448 4,967 7,308 3,079 3,415 7,660 2,582 3,310 3,272 2,111 4,898 3,830 1,928 7,549 1,376 5,596 3,082 5,415 2,799 1,688 5,092 1,376 1,259 1,165 2,043 1,340 1,967 4,741 2,848 5,054 1,016 1,050 3,890 1,493 4,566 1,060 1,266

679 674 663 663 660 647 643 640 640 624 613 612 595 594 591 586 581 574 558 542 533 527 519 517 508 483 474 465 462 461 450 438 434 420 418 413 407 406 404 403 401 400 399 396 383 380 380 379 377 374 373

326 246 258 242 194 253 137 186 187 240 287 204 177 207 202 225 257 196 229 280 158 191 188 139 333 253 158 204 120 176 201 194 202 150 187 267 109 144 153 116 39 145 135 170 126 145 149 148 145 97 117

353 428 405 421 466 394 506 454 453 384 326 408 418 387 389 361 324 378 329 262 375 336 331 378 175 230 316 261 342 285 249 244 232 270 231 146 298 262 251 287 362 255 264 226 257 235 231 231 232 277 256

14% 32% 25% 21% 38% 17% 9% 26% 22% 17% 5% 61% 49% 40% 41% 12% 8% 19% 16% 7% 21% 16% 16% 24% 10% 13% 25% 6% 34% 8% 15% 8% 16% 25% 8% 30% 32% 35% 20% 30% 20% 8% 14% 8% 38% 36% 10% 25% 8% 35% 29%

Source: NCES/IPEDS DATABASE 2014 BACHELOR DEGREES GRANTED www.HispanicOutlook.com • 27

BACHELOR’S DEGREES AWARDED NATURAL RESOURCES & CONSERVATION BACHELOR’S DEGREE-2014

State

Total

Hispanics

Latino

Latinas

% Hispanics

TX CA CA CA CA CA FL OR CA CA WV

303 341 260 231 226 192 34 324 54 103 179

62 44 40 33 31 25 20 17 16 16 15

22 21 20 15 10 12 5 8 3 10 7

40 23 20 18 21 13 15 9 13 6 8

20% 13% 15% 14% 14% 13% 59% 5% 30% 16% 8%

AREA ETHNIC CULTURAL GENDER AND GROUP STUDIES BACHELOR’S DEGREE -2014 1.

University of California-Los Angeles 2.

University of California-Santa Barbara 3.

University of California-Santa Cruz 4.

University of California-Berkeley 5.

San Francisco State University 6.

California State University-Long Beach 7.

University of California-Riverside 8.

University of Washington-Seattle Campus 9.

California State University-Northridge 10.

University of California-Davis

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA CA CA CA CA CA CA WA CA CA

288 123 115 217 97 100 82 297 65 75

102 69 66 63 43 39 37 35 31 30

21 17 19 20 14 12 11 12 12 5

81 52 47 43 29 27 26 23 19 25

35% 56% 57% 29% 44% 39% 45% 12% 48% 40%

COMMUNICATION JOURNALISM AND RELATED PROGRAMS BACHELOR’S DEGREE - 2014 1.

California State University-Fullerton 2.

Florida International University 3.

The University of Texas at Austin 4.

California State University-Northridge 5.

University of Florida 6.

University of Central Florida 7.

University of Houston 8.

San Francisco State University 9.

The University of Texas at El Paso 10.

The University of Texas at San Antonio

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA FL TX CA FL FL TX CA TX TX

894 337 1168 605 677 587 406 553 146 236

292 240 236 192 148 138 129 126 120 113

91 61 87 88 32 46 37 48 48 42

201 179 149 104 116 92 92 78 72 71

33% 71% 20% 32% 22% 24% 32% 23% 82% 48%

ARCHITECTURE AND RELATED SERVICES BACHELOR’S DEGREE

State

Total

Hispanics

Latino

Latinas

% Hispanics

TX CA FL AZ TX TX CA CA NY NM CA FL NJ CA TX TX

119 159 120 167 120 87 93 198 91 63 92 107 118 141 115 60

76 68 55 41 41 40 39 32 32 32 28 28 26 26 24 24

49 47 29 29 29 27 28 19 19 19 12 17 19 19 11 17

27 21 26 12 12 13 11 13 13 13 16 11 7 7 13 7

64% 43% 46% 25% 34% 46% 42% 16% 35% 51% 30% 26% 22% 18% 21% 40%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Texas A & M University-College Station University of California-Berkeley Humboldt State University University of California-Santa Barbara University of California-Santa Cruz University of California-Davis Florida International University Oregon State University California State University-Long Beach University of California-San Diego American Public University System

The University of Texas at San Antonio California State Polytechnic University-Pomona Florida Atlantic University Arizona State University-Tempe Texas Tech University University of Houston Woodbury University California Polytechnic State University-San Luis Obispo CUNY New York City College of Technology University of New Mexico-Main Campus University of California-Davis University of Florida New Jersey Institute of Technology University of Southern California Texas A & M University-College Station The University of Texas at Arlington

28 • August 2016

BY ACADEMIC PROGRAM LIBERAL ARTS AND SCIENCES GENERAL STUDIES AND HUMANITIES BACHELOR’S DEGREE-2014 1.

California State University-Northridge 2.

Florida International University 3.

California State University-Fresno 4.

Excelsior College 5.

Northern Arizona University 6.

Fairleigh Dickinson University-Metropolitan Campus 7.

California State University-Dominguez Hills 8.

California State University-San Bernardino 9.

California State University-Long Beach 10.

San Diego State University

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA FL CA NY AZ NJ CA CA CA CA

380 228 329 1455 575 420 213 221 245 196

154 143 141 134 129 128 123 119 112 88

26 51 21 105 50 52 20 18 7 5

128 92 120 29 79 76 103 101 105 83

41% 63% 43% 9% 22% 30% 58% 54% 46% 45%

HEALTH PROFESSIONS BACHELOR’S DEGREE 2014

State

Total

Hispanics

Latino

Latinas

% Hispanics

TX AZ TX FL TX FL IL CA FL TX

481 4,176 2,433 540 383 1,817 4,288 755 496 933

418 371 330 327 301 299 225 208 201 200

95 47 63 73 61 66 20 27 27 35

323 324 267 254 240 233 205 181 174 165

87% 9% 14% 61% 79% 16% 5% 28% 41% 21%

State

Total

Hispanics

Latino

Latinas

% Hispanics

Florida International University The University of Texas at El Paso The University of Texas at San Antonio Ashford University University of Central Florida California State University-Fullerton University of New Mexico-Main Campus Northern Arizona University New Mexico State University-Main Campus University of South Florida-Main Campus

FL TX TX CA FL CA NM AZ NM FL

357 243 364 1,779 1,090 401 341 632 200 516

254 214 202 180 169 167 135 121 108 106

29 19 19 11 48 8 28 25 22 15

225 195 183 169 121 159 107 96 86 91

71% 88% 55% 10% 16% 42% 40% 19% 54% 21%

MATHEMATICS AND STATISTICS BACHELOR’S DEGREE - 2014

State

Total

Hispanics

Latino

Latinas

% Hispanics

TX TX CA TX CA CA CA CA TX TX CA CA TX

66 242 71 115 393 101 84 133 32 69 323 58 20

62 43 35 33 31 31 30 30 27 27 26 24 20

33 24 18 16 20 12 15 15 7 20 22 14 9

29 19 17 17 11 19 15 15 20 7 4 10 11

94% 18% 49% 29% 8% 31% 36% 23% 84% 39% 8% 41% 100%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

The University of Texas-Rio Grande Valley Grand Canyon University The University of Texas at Arlington Florida International University The University of Texas at El Paso University of Central Florida Chamberlain College of Nursing-Illinois California State University-Fullerton Nova Southeastern University Texas Tech University Health Sciences Center

2014 EDUCATION BACHELOR’S DEGREE 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

University of Texas – Rio Grande Valley The University of Texas at Austin California State University-San Bernardino University of Houston University of California-Los Angeles University of California-Riverside San Diego State University University of California-Santa Barbara The University of Texas at El Paso The University of Texas at San Antonio University of California-Berkeley California State Polytechnic University-Pomona Texas A & M International University

www.HispanicOutlook.com • 29

BACHELOR’S DEGREES AWARDED

BY ACADEMIC PROGRAM PSYCHOLOGY BACHELOR DEGREES 2014

State

Total

Hispanics

Latino

Latinas

% Hispanics

Florida International University California State University-Northridge University of Central Florida The University of Texas-Rio Grande Valley San Diego State University California State University-San Bernardino CUNY John Jay College of Criminal Justice California State University-Long Beach California State University-Fullerton The University of Texas at El Paso The University of Texas at San Antonio

FL CA FL TX CA CA NY CA CA TX TX

963 725 1,112 296 554 442 440 405 491 219 356

709 291 281 275 242 225 202 190 187 187 184

141 69 58 70 62 41 40 50 47 48 46

568 222 223 205 180 184 162 140 140 139 138

74% 40% 25% 93% 44% 51% 46% 47% 38% 85% 52%

HOMELAND SECURITY, LAW ENFORCEMENT, FIREFIGHTING BACHELOR’S DEGREE 2014 1.

CUNY John Jay College of Criminal Justice 2.

Florida International University 3.

The University of Texas-Rio Grande Valley 4.

San Diego State University 5.

The University of Texas at El Paso 6.

California State University-San Bernardino 7.

The University of Texas at San Antonio 8.

Sam Houston State University 9.

California State University-Fullerton 10.

American Public University System

State

Total

Hispanics

Latino

Latinas

% Hispanics

NY FL TX CA TX CA TX TX CA WV

1431 454 327 382 202 249 261 669 296 1207

574 310 301 184 179 169 159 148 144 143

285 114 176 85 83 71 68 61 72 110

289 196 125 99 96 98 91 87 72 33

40% 68% 92% 48% 89% 68% 61% 22% 49% 12%

PUBLIC ADMINISTRATION AND SOCIAL SERVICE PROFESSIONS BACHELOR’S DEGREE-2014 1.

California State University-Fullerton 2.

Florida International University 3.

California State University-Fresno California State University-Los Angeles 4.

The University of Texas-Rio Grande Valley 5.

Springfield College-School of Human Services 6.

Arizona State University-Downtown Phoenix 7.

San Diego State University 8.

CUNY Lehman College 9.

California State University-Dominguez Hills 10.

California State University-Sacramento

State

Total

Hispanics

Latino

Latinas

% Hispanics

CA FL CA CA TX MA AZ CA NY CA CA

276 214 167 190 99 478 258 207 148 157 194

145 139 106 106 96 93 92 90 80 72 68

27 49 18 10 13 15 15 30 11 9 5

118 90 88 96 83 78 77 60 69 63 63

60% 64% 62% 55% 97% 19% 35% 43% 54% 46% 35%

SOCIAL SCIENCES BACHELOR’S DEGREE -2014

State

Total

Hispanics

Latino

Latinas

% Hispanics

FL CA CA CA CA CA FL CA FL CA

715 952 873 1700 1256 754 1473 545 1191 802

484 415 394 338 324 318 247 246 238 237

224 115 154 118 112 109 103 109 92 126

260 300 240 220 212 209 144 137 146 111

68% 44% 45% 20% 26% 42% 17% 45% 20% 30%

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Florida International University University of California-Riverside California State University-Northridge University of California-Los Angeles University of California-Santa Barbara California State University-Long Beach Florida State University California State University-Fresno University of South Florida-Main Campus San Diego State University

30 • August 2016

Annual Biomedical Research Conference for Minority Students (ABRCMS) Tampa Convention Center | Tampa, FL | November 9-12, 2016 ABRCMS advances undergraduates and postbaccalaureates from underrepresented populations, including those with disabilities, in science, technology, engineering and mathematics (STEM) along the path toward graduate-level training. The conference features about 1,800 poster and oral presentations, along with scientific, professional development, and networking sessions.

Approximately 700 exhibitors showcase their summer research and graduate school opportunities.

November 9–12

“I love ABRCMS because of the vast amount of opportunities it has to offer. I meet so many new people who broaden my perspective of different areas of research. It’s great to see people from all walks of life who possess the desire to be involved in science.”

Student Attendee 2015 Distribution of Scientific Disciplines

Important Deadlines:

ABRCMS Registration ABRCMS Registration

Immunology 4% Cancer Biology 8.5%

Judges’ Travel Subsidy Application: ........... July 12, 2016 Student Travel Award Application: ............. August 26, 2016 Abstract Submission: .................................... September 9, 2016 Discount Registration:................................... October 12, 2016 For more information, please visit: www.abrcms.org.

5000

2015 Distribution of Scientific Disciplines

Biochemical Sciences 10% Cell Biological Sciences 7%

Molecular Sciences 5%

Chemical Sciences 9.5%

Developmental Biological Sciences 8.5%

Non-Students Grads/Postdocs Undergrads/Postbacs

4000

3000

2000 Microbiological Sciences 11%

1000

Social & Behavioral Sciences & Public Health 9.5% (Quantitative) Physical Sciences & Mathematics 9%

0

Neuroscience 13% Physiological Sciences 5%

facebook.com/abrcms

twitter.com/abrcms

2001

abrcms@asmusa.org

2005

2010

2015

Managed by:

NETWORK FOR ACADEMIC RENEWAL

AAC&U Working Conferences for 2016–2017 FEBRUARY 23–25, 2017

OCTOBER 6–8, 2016

Global Learning and the College Curriculum:

General Education and Assessment:

Nurturing Student Efficacy in a Global World Denver, Colorado

Design Thinking for Student Learning Phoenix, Arizona

NOVEMBER 3–5, 2016

MARCH 16–18, 2017

Transforming Undergraduate STEM Education:

Diversity, Learning, and Student Success:

Implications for 21st–Century Society Boston, Massachusetts

Voices Leading Change Jacksonville, Florida

Network for Academic Renewal: Exploring together the latest advances in teaching and learning; faculty roles and leadership in general education and outcomes assessment; diversity, equity, and student success; transforming STEM education; and global learning in college.

For more information or to register: www.aacu.org/events/network-for-academic-renewal • 202.387.3760 • network@aacu.org

~

If the 2008 presidential election was, among other things, about testing the theory that America was evolving into a post-racial society, 2016 is shaping up to be a test, among other things, of how gender roles are viewed in the United States. With a woman serving as the standard bearer for a major political party as their presidential nominee, sociologists are already calculating whether or not playing the so-called “woman card” will help or hinder a female candidate’s chances of being elected to the highest office in the land. The following three articles present different sides to this complex question. On one hand, an NYU study proclaims chivalry is NOT dead, and women are treated more deferentially than men in life and death situations. On the other hand, a survey by the Women’s Sports Foundation reveals that 80 percent of female coaches believe it is easier for male coaches to secure high-level jobs. And while a recent Harris Poll reveals that nine in 10 Americans predict more female leaders in next 10 years, it also found that equal parts of the American public favored and opposed efforts to strengthen and change women's status in society (42 percent favor and 41 percent oppose). All three articles provide food for thought as we navigate our way through a presidential campaign season.

32 • August 2016

THE (PAST AND) FUTURE OF GENDER EQUALITY Nine in 10 Americans Predict More Female Leaders in Next 10 Years

IMAGE LICENS ED BY IN GRA M I MAGE

Story Courtesy of The Harris Poll

N

EW YORK -- America has come a long way since 1971 when The Harris Poll found that equal parts of the American public favored and opposed efforts to strengthen and change women’s status in society (42 percent favor and 41 percent oppose).

Today, majorities of Americans say they would be equally likely to trust either a man or a woman in various leadership roles; three in four agree that the U.S. has come a long way toward reaching gender equality, and nearly nine in 10 acknowledge that, compared to pre-

vious generations, men today are willing to take on more responsibilities at home (86 percent).

We’ve come a long way indeed, but we’re not there yet – women still face barriers to leadership opportunities and lack of recognition in the workplace, but more than www.HispanicOutlook.com • 33

IMAGE LICENSED BY INGRAM IMAGE

eight in 10 adults are hopeful that gender equality will be achieved in their lifetime (84 percent), including nearly half (47 percent) who strongly agree.

This Harris Poll was conducted online in English within the United States between June 1 and June 3, 2016 among 2,097 adults. Figures for age, sex, race/ethnicity, education, region and household income were weighted where necessary to bring them into line with their actual proportions in the population.

Propensity score weighting was also 34 • August 2016

used to adjust for respondents’ propensity to be online.

These are some of the results of The Harris Poll® of 2,097 U.S. adults surveyed online between June 1 and 3, 2016.

Most U.S. adults are optimistic about what the future will hold for American women: • About nine in 10 believe the next decade will see more female leaders (91 percent) • Majorities think the next generation of American women

will have more leadership opportunities (69 percent), higher income potential (65 percent) and greater freedom to marry (57 percent) • Only about half are as confident about increased access to education (53 percent) and health care (50 percent) and more protection against violence (51 percent) • More than nine in 10 Americans (93 percent) agree – including nearly two in three (65 percent) who strongly agree – that we must make faster progress in preventing violence against women

At Least A Little Responsibility (NET)

A Great Deal of Responsibility

WOMEN

99%

65%

MEN

96%

43%

COMMUNITIES

95%

34%

SCHOOLS

94%

39%

B U S I N E S S E S / C O R P O R AT I O N S

94%

36%

MEDIA

89%

36%

GOVERNMENT

87%

32%

www.HispanicOutlook.com • 35

PRNEWS FOTO/ HARRIS POLL

IMAGE LICENSED BY INGRAM IMAGE

Large majorities of Americans agree that the responsibility for change lies with all facets of society: • The media play a crucial role in shaping gender roles and norms (87 percent) • It’s important that families teach their children that girls can do anything that boys can do (89 percent) • Businesses, non-profits, schools and government need to work together with families to promote gender equality (84 percent) • Employers can also help level the corporate playing field by taking certain steps – such as flexibility and transparency – to promote equal leadership opportunities for men and women in the workplace But ultimately, the bulk of the burden to inspire change lies with women themselves – while the vast majority of adults feel everyone should have at least some responsibility for improving American women’s lives, nearly two in three place the onus primarily on women:

NYU Psychology Researchers New Study

CHIVALRY IS NOT DEAD WHEN IT COMES TO MORALITY Story courtesy of New York University

W

e’re more likely to sacrifice a man than a woman when it comes to both saving the lives of others and in pursuing our self-interests, a team of psychology researchers has found.

“Our study indicates that we think women’s welfare should be preserved over men’s,” observes Oriel FeldmanHall, a post-doctoral researcher at New York University and the study’s lead author.

The research, conducted at Cambridge University’s Medical Research Council’s Cognition and Brain Sciences Unit and Columbia University, appears in the journal Social Psychological and Personality Science.

In one experiment, study subjects read one of three versions of a “Trolley Dilemma”—a commonly used technique in psychology studies and akin to the “Lifeboat Question” (i.e., if you could save only three of five passengers in a lifeboat, whom would you choose?). In the trolley scenario, subjects read one of three versions of the dilemma where each vignette described a man, woman or gender-neutral bystander on the bridge. The participants were then 36 • August 2016

asked how willing they were to “push the (man/woman/person) onto the path of the oncoming trolley” in order to save five others farther down the track.

The results showed that both female and male subjects were much more likely to push the male bystander or one of unspecified gender than they were the female bystander.

In a second experiment, a new group of subjects was given (about $20) and told that any money they held at the end of the experiment would be multiplied up to tenfold, giving them as much as ($200).

However, there was a catch. In the experiment, the subjects interacted with other individuals—the researchers’ confederates. The subjects were told that if they decided to keep the money, these individuals would be subjected to mild electric shocks. However, if they gave up the money, it would prevent the shocks from being administrated.

As with the first experiment, women were less likely than men to be subjected to shocks, suggesting an aversion to harming females—

even when this came at the subjects’ own financial expense. However, while both female and male subjects were less likely to shock females than they were males, women in particular were less willing to shock other women.

A third experiment was a survey in which a new set of more than 350 subjects was asked a series of questions relevant to the study’s focus— specifically, the researchers aimed to sort out the thought process that might explain the behaviors exhibited in the first two experiments.

The questions included the following: “On a sinking ship, whom should you save first? Men, women, or no order,” “According to social norms, how morally acceptable is it to harm (men/women) for money?;” “According to social norms, how fair is it to harm (men/women)?;” and “According to social norms, how well do (men/women) tolerate pain?”

Overall, the answers of both female and male respondents suggested that social norms account for greater harming behavior toward a male than a female target—women are less tolerant to pain, it’s unac-

We’re more likely to sacrifice a man than a woman when it comes to both saving the lives of others and in pursuing our self-interests, a team of psychology researchers has found.

IMAGE LI CENSED BY INGRAM IMAGE

ceptable to harm females for personal gain and society endorses chivalrous behavior. Furthermore, these perspectives were not linked to emotion—subjects found harming men and women to be equally emotionally aversive.

“There is indeed a gender bias in these matters: society perceives harming women as more morally unacceptable,” explained co-author Dean Mobbs, an assistant professor of psychology at Columbia University.

The study’s other authors included: Tim Dalgleish a clinical psychologist at Cambridge University; Davy Evans, a doctoral candidate at the University of Birmingham; Lauren Navrady, a doctoral candidate at the University of Edinburgh; and Ellen Tedeschi, a doctoral candidate at Columbia University. • www.HispanicOutlook.com • 37

WOMEN’S SPORTS FOUNDATION REPORT Coaches of Women’s College Sports Face Widespread Gender Bias; Many Fear Speaking Out

38 • August 2016

IMAGE LICE NS ED BY INGRAM IMAGE

N

ew York, NY – Women in STEM fields are not the only victims of gender bias in the workplace. A new report released by the Women’s Sports Foundation confirms that female coaches of women’s sports currently face limitations in pay and professional advancement in the workplace. And it’s a trend showing no signs of improvement.

The report, “Beyond X’s & O’s: Gender Bias and Coaches of Women’s College Sports,” is the first to measure the issue of gender bias in coaching of women’s college sports on a systematic basis. It is the largest nationally representative survey of female and male coaches of women’s college sports with more than 2,500 respondents.

The report also explores the reasons why, despite the expansion of college sports, women remain underrepresented in significant leadership roles, and the percentage of female coaches has significantly diminished over the last four decades.

~

80 percent of female coaches believe it is easier for male coaches to secure highlevel jobs.

Some key findings include: Men are given more professional advantages than women: The vast majority of female coaches agreed that it’s easier for men to get top-level jobs (80 percent), negotiate salary increases (91 percent), be promoted (70 percent) and secure multi-year contracts (67 percent).

Advocating for fairness has consequences: Many female coaches expressed fear of unfair treatment, retaliation and loss of their jobs if they express Title IX concerns to athletic department leaders or university administrators.

Women experience more gender bias on the job than men: More than 40 percent of female coaches felt “discriminated against because of their gender,” compared to 29 percent of their male colleagues.

Many women believed management favors men and nearly half are often asked to perform tasks that are not within their job description.

Female coaches hold back: Women said they are less willing to voice their opinions outside of the athletic department and are

less involved in decision-making inside the athletic department.

“Despite the expansion of college sports, women hold fewer than 23 percent of head coaching positions across National Collegiate Athletic Association institutions,” said Deborah Slaner Larkin, CEO of the Women’s Sports Foundation. “The Women’s Sports Foundation urges policymakers and administrators to take steps to foster nondiscrimina-

tory work environments for female and male coaches in intercollegiate women’s sports.

“Institutions of higher education should require administrators to ensure equal opportunity; fair compensation; job security and access to jobs; professional advancement; resources and decision-making regardless of sex, sexual orientation, gender identity, race and ethnicity or disability,” Slaner Larkin said. • www.HispanicOutlook.com • 39

PRIMING THE PUMP GANAS IS ALL YOU NEED Written by Miquela Rivera, Ph.D

~

Ganas is all you need – Jaime Escalante

F

or all the negative talk about Latino immigrants, they often have more ganas – desire, drive and grit – than their non-immigrant counterparts. Deluged with social and economic challenges, Latino immigrants’ main one is adjusting to the lifestyle in the United States.

And the change in proximity to extended family can intensify the adjustment if relatives back home were a positive source of support. Latino immigrant students typically adjust more rapidly than the adults in their families mainly because they are typically immersed in English and surrounded by peers at school who provide help and encouragement.

Jaime Escalante, the mathematics teacher featured in the classic movie “Stand and Deliver,” taught high-risk students at Garfield High School in Los Angeles advanced placement calculus. He emphasized the importance of ganas to his students – if a student truly wanted to learn math, Escalante could teach it. They did, and he did; he remains an inspiration.

Might the Latino immigrant students who excel in school inspire or teach ganas to the non-immigrant Latino students who seem disinterested, complacent or bored? If so, there would be some distinct lessons to derive.

First, choose something that you truly want to do but select interests and work that will help other people.

40 • August 2016

Self-centeredness and an attitude that “It’s all about me” – the plight of many contemporary non-immigrant adolescents and young adults – eventually drive people away and do not support people in standing the test of time.

Many Latino immigrant students still focus on family and friends first, then cast attention on themselves. A focal shift towards others broadens the possibilities and deepens concern for others.

Accomplishments are not simply granted; a person must work hard, sacrifice and earn what he desires. Everything we choose has a price, and that price must be paid. Latino immigrants and their children are often accustomed to doing without, working long hours or making do until circumstances improve. Non-immigrant Latinos, on the other hand, may have a more comfortable life, but that often results in decreased tolerance for discomfort and forbearance in difficult situations. They could learn that tolerance and making choices count so that the price paid yields a greater return.

Difficult does not necessarily mean bad. If something is hard to do, the person with ganas and burning desire will persist despite a challenge, however big. And with each challenge, he will learn the lessons and try again. Difficulty can be good for it engenders solutions, creativity and innovation.

The key is setting expectations that will include the possibility of difficulty; ex-

pecting things to come easy is a set up for frustration, upset and quitting. But the muscle that tolerates difficulty – a student’s resilience – gets stronger with use.

Fulfilling a burning desire, realizing a dream or reaching the finish line takes time. There are no shortcuts. Time, effort and persistence come more easily if a student has the ability to delay gratification and try again. For most immigrant Latino students, delay of gratification is a common experience. They know that things will take time. Non-immigrant Latino students falling short of patience or persistence need to look to the inspiration and instruction of classmates who keep going despite challenges. Someone who gets up every time he falls is a great instructor for those who are willing to watch and learn.

The path to success doesn’t end with reaching the goal. Gratitude is natural next step for those who succeed and help others. And the only way to repay people who have been supportive or instrumental in one’s success is to pay it forward and do the same for someone else. •

Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.

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Accounting and Management: financial reporting and analysis, management accounting, performance measurement, and management control systems. Closing date: 14 November 2016.

Business, Government and the International Economy: economic, political, and legal environment in which business operates. Closing date for applicants completing or having completed a Ph.D. in political science with research interests in international political economy or comparative political economy: 1 October 2016 (indicate “Tenure-Track Position: Political Science” on application). Closing date for applicants completing or having completed a Ph.D. in history with research interests in history of capitalism, public policy, democratic governance, economic development, and/or political economy: 7 November 2016 (indicate “Tenure-Track Position: History” on application). Closing date for applicants completing or having completed a Ph.D. in economics, especially with research interests in macroeconomics, international trade and finance, public economics, political economy, environmental economics and/or development: 15 November 2016 (indicate “Tenure-Track Position: Economics” on application).

Entrepreneurial Management: entrepreneurial leadership and organization; emerging industries and technologies; innovation; or financing ventures and growth. Closing date for applicants with background in management, organization theory, sociology, psychology, or strategy: 30 October 2016 (indicate “Entrepreneurship (MOS)”). Closing date for applicants with background in economics or finance: 27 November 2016 (indicate “Entrepreneurship (ECF)”).

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Finance: corporate finance, capital markets, investments, behavioral finance, corporate governance, and financial institutions. Closing date: 28 November 2016.

Negotiation, Organizations and Markets: negotiation, decision making, behavioral economics, incentives, the motivation and behavior of individuals in organizations, and the design and functioning of markets. Closing date for applicants with a background in judgment and decision making, negotiation, social psychology, and/or organizational behavior: 7 October 2016 (indicate “NOM - Behavioral Sciences”). Closing date for applicants with a background in economics: 20 November 2016 (indicate “NOM - Economics”).

Organizational Behavior: micro- and macro- organizational behavior, leadership or human resources management. The unit welcomes diverse theoretical and disciplinary perspectives, including organizational behavior, organization studies, human resource studies, industrial relations, sociology, psychology, economics, and networks, among others. Closing date: 30 September 2016.

Strategy: competitive strategy, corporate strategy, global strategy, firm organization and boundaries, strategy and technology, strategy implementation and process, non-market strategy, and the economics of competitive interactions. Closing date: 4 November 2016.

Technology and Operations Management: operations management in manufacturing and service contexts, digital operations and analytics, new product development, economics and management of technological innovation, supply chain management/logistics, or economics of information technology. Candidates should submit a current curriculum vitae and a job market paper abstract by 7 October 2016. A complete job packet is due by 11 November 2016.

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Harvard Business School recruits new faculty for positions entailing case method teaching at the graduate and executive program levels. Applicants for tenure and tenure-track positions should have a doctorate or terminal degree in a field specified above, or related discipline, by the time the appointment begins and strong demonstrated potential and interest to conduct research at the forefront of their fields.

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Candidates should submit a current CV, copies of publications and current working papers, description of courses taught, and three letters of recommendation. Materials should be submitted online to: http://www.hbs.edu/research/faculty-recruiting. Materials that can only be submitted in hard copy may be sent to the address below.

“‘The Hispanic Outlook in Higher Education’ and ‘Hispanic Outlook’ are registered trademarks.”

Harvard Business School, Faculty Administration, Attn: UNIT NAME Application, Morgan Hall T25, Soldiers Field Road, Boston, MA 02163.

Recommenders may submit letters directly at: www.hbs.edu/research/faculty-recruiting.

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

www.HispanicOutlook.com • 41

Director, Greenlee School of Journalism and Communication Iowa State University is conducting a national search for the Director of the Greenlee School of Journalism and Communication. The Search Committee invites letters of nomination, applications (letter of interest, full resume/ CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University.

Applications will be accepted until the position is filled. However, to receive full consideration, applications must be received by September 11, 2016. For complete position details, please visit www.parkersearch.com/ Director-Greenlee. Please send materials to the following: Porsha Williams, Vice President Mitchel Bonds, Associate 770-804-1996 ext: 113 pwilliams@parkersearch.com || mbonds@parkersearch.com Iowa State University is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected Veteran status and will not be discriminated against.

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

Hispanic Outlook 1/4 page Issue 8-22-16 Deadline 8-15-16 CHANCELLOR The University of Tennessee is conducting a global search for the Chancellor of its Knoxville campus. UT Knoxville is a land-grant Carnegie university with the highest research activity and the flagship campus of the UT System. We are seeking candidates who can aggressively promote continued development of academic programs, research productivity, and national reputation of excellence, built upon a commitment to access and diversity. The Search Committee invites letters of nomination, applications (letter of interest, resume/CV and contact information for professional references) or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however that all nominations and applications be submitted prior to September 23, 2016. For a complete position description, please visit the Current Opportunities page at https://www. parkersearch.com/utk-chancellor.

Laurie C. Wilder, President Porsha L. Williams, Vice President Parker Executive Search 770-804-1996 ext: 109 pwilliams@parkersearch.com || eraines@parkersearch.com The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ ADEA institution in the provision of its education and employment programs and services. All qualified applicants will receive equal consideration for employment without regard to race, color, national origin, religion, sex, pregnancy, marital status, sexual orientation, gender identity, age, physical or mental disability, or covered veteran status.

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

42 • August 2016

PRESIDENT The Board of Regents and Chancellor John Sharp of the Texas A&M University System are conducting a global search for the next President of Texas A&M International University (TAMIU) located in Laredo, Texas.

The Search Advisory Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting TAMIU. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to September 2, 2016. For a complete position description, please visit https://www.parkersearch.com/ current-opportunities/texas-am-international-university/president.

Laurie C. Wilder, President Porsha L. Williams, Vice President Jacob C. Anderson, Principal pwilliams@parkersearch.com || janderson@parkersearch.com Phone: 770-804-1996 ext: 111 Fax: 770-804-1917 The system will provide equal opportunity for employment to all persons regardless of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, sexual orientation or gender identity and will strive to achieve full and equal employment opportunity throughout the system.

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

Hispanic Outlook 1/4Dean, page Haworth College of Business Issue Western8-15-16 Michigan University is conducting a national search for the Dean of the Haworth College of Business. Parker Executive Deadline 8-22-16

Search is assisting WMU in the search. Letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest may be submitted to the search firm. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to September 21, 2016. Please visit www.wmich.edu/hr/jobs for detailed information and application procedures. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com. Please send materials to the following: Laurie Wilder, President Porsha Williams, Vice President 770-804-1996 ext: 113 pwilliams@parkersearch.com || mbonds@parkersearch.com WMU is an Equal Opportunity/Affirmative Action Employer.

Minorities, women, veterans, individuals with disabilities and all other qualified individuals are encouraged to apply.

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

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 201718 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.

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If you are presenting at the INFORMS National Meeting, then submitting at least a partial packet by October 24, 2016 with your session information would be helpful. We will begin formally reviewing applications on November 21, 2016 and strongly encourage you to complete your application by then. We will continue to accept applications until January 31, 2017.

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.

The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law.

For additional information please see the http://www.uchicago.edu/about/non_discrimination_statement/.

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 tenure-track positions in Accounting which would begin in the 2017-18 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.

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VISIT WWW.HISPANICOUTLOOK.COM OR CONTACT US AT INFO@HISPANICOUTLOOK.COM (201) 587-8800

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 21, 2016 and we will continue to accept applications until February 28, 2017.

However, we strongly encourage you to submit your application by November 21, 2016 so that we are able to conduct interviews for select candidates at the 2016 Accounting Rookie Recruiting Camp that is held in Miami, Florida during the 1st weekend of December.

The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law.

For additional information please see the http://www.uchicago.edu/about/non_discrimination_statement/.

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.

www.HispanicOutlook.com • 43

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 2017-18 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.

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, 2017. However, we will begin formally reviewing applications on October 17, 2016 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.

The University of Chicago is an Affirmative Action/Equal Opportunity/Disabled/Veterans Employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, status as an individual with a disability, protected veteran status, genetic information, or other protected classes under the law.

For additional information please see the http://www.uchicago.edu/about/non_discrimination_statement/.

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.

President Valdosta State University is conducting a global search for its next President. The Presidential Search and Screen Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to September 30, 2016. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com/vsu-president.

Laurie C. Wilder, President Porsha L. Williams, Vice President pwilliams@parkersearch.com || eraines@parkersearch.com Phone: 770-804-1996 ext:109 Fax: 770-804-1917 Valdosta State University is an equal opportunity educational institution. It is not the intent of the institution to discriminate against any applicant for admission or any student or employee of the institution based on the age, sex, race, religion, color, national origin, disability, or sexual orientation of the individual. It is the intent of the institution to comply with the Civil Rights Act of 1964 and subsequent Executive Orders as well as Title IX, Equal Pay Act of 1963, Vietnam Era Veterans Readjustment Assistance Act of 1974, Age Discrimination in Employment Act of 1967, and the Rehabilitation Act of 1973.

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

44 • August 2016

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KITP SCHOLARS The Kavli Institute for Theoretical Physics supports visiting researchers in theoretical physics who are faculty at teaching intensive U.S. colleges. Applicants need to be from non-Ph.D.-granting institutions and from institutions with greater emphasis on teaching (as measured, for example, by teaching load).

Ongoing research activity is also a criterion.

Each award funds a total of three round trips and up to six weeks of local expenses, to be used over a period of up to three years, usually 2 weeks per year. Approximately 6-8 scholars are chosen each year.

Scientists interested in this program should apply via the web page link below and upload a vita together with a statement describing their research interests and teaching requirements before November 1, 2016.

Each applicant must arrange for at least one letter of recommendation to be submitted by this date. Awards will be announced by December 15, 2016.

Apply online: https://www.kitp.ucsb.edu/apply/fellowships/kitp-scholars Further information about our current and upcoming programs is available on our web site: https://www.kitp.ucsb.edu Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.

The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

KITP GRADUATE FELLOWSHIPS The purpose of this program is to offer a unique opportunity for a select group of physics graduate students to spend a semester at the KITP, participate in KITP research programs and broaden their understanding of physics in areas of current research.

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(201) 587 8800

OR VISIT WWW.HISPANICOUTLOOKJOBS.COM

The KITP Graduate Fellows will be selected from nominations from participants in the programs and from other graduate advisors nationwide. Since we wish to make sure that the students admitted are fully able to benefit from the program, and that it will not harm the normal progress of their graduate education, we require that the student’s advisor nominate the candidate student. Students cannot apply to the program directly.

Students who wish to participate should convince their advisors to nominate them. The nominator should describe the student, and explain why she/he is suitable for such a program. Additional letters of support would be useful, but are not necessary.

The Graduate Fellows will be reimbursed for local expenses during their stay at the KITP, at a rate of approximately $2100/month plus travel support.

Further information about the fellowship and about our current and upcoming programs is available on our web site: https://www.kitp.ucsb.edu. Nominations should be made by completing the form at https://www.kitp.ucsb.edu/apply/ fellowships/graduate-fellowship-program/nomination-form or by writing to:

Professor Lars Bildsten, Director Kavli Institute for Theoretical Physics University of California Santa Barbara, CA 93106-4030 For participation in the fall of 2017, nominations must be received by February 1, 2017.

For participation in the spring of 2018, nominations must be received by September 1, 2017.

The department is especially interested in candidates who can contribute to the diversity and excellence of the academic community through research, teaching and service.

The University of California is an Equal Opportunity/Affirmative Action Employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability status, protected veteran status, or any other characteristic protected by law.

www.HispanicOutlook.com • 45

SCHOOL OF MEDIA AND COMMUNICATION TEMPLE UNIVERSITY THE SCHOOL OF MEDIA AND COMMUNICATION AT TEMPLE UNIVERSITY INVITES APPLICATIONS FOR THE FOLLOWING POSITIONS:

Media Studies and Production Assistant Professor (tenure track) (Focus on social media and media industries)

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 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.

Media Studies and Production Assistant Professor (non-tenure track) (Focus on media business and entrepreneurship)

2016-17 Tenure-Track Searches

Steve Charles Endowed Chair in Media, Cities and Solutions Associate or Full Professor (tenured) Department of Advertising Assistant Professor (non-tenure track) (Focus on art direction) Department of Journalism Chair, Department of Journalism Full Professor (tenured) Department of Journalism Assistant Professor (non-tenure track) (Focus on video journalism)

Department of Strategic Communication Assistant Professor (non-tenure track) (Focus on public relations) About the School: The School of Media and Communication is one of 17 schools and colleges at Temple University, a Research I university located in the nation’s fourth-largest media market. More than 35,000 students attend Temple, and more than 3,000 attend SMC. Departments within the School include Advertising, Journalism, Media Studies and Production, and Strategic Communication, as well as a shared bachelor’s degree program in Communication Studies. The School also offers a Ph.D. in Media and Communication, as well as four master’s degrees. For more information, please visit https://smc.temple.edu/faculty/available-positions Temple is an equal opportunity, equal access, affirmative-action employer, committed to achieving a diverse community.

Fellowships Available 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

www.csulb.edu/aa/personnel/jobs

College of Business Administration Accountancy  Assistant/Associate Professor of Accountancy (Taxation) Finance  Assistant/Associate Professor of Finance (Financial Economics and Investment) Information Systems  Assistant/Associate Professor Management & Human Resources Management  Assistant/Associate Professor of Strategy, Management, Entrepreneurship, Organization Theory Marketing • Assistant/Associate Professor of Marketing (Marketing Research/Analytics)

College of Health and Human Services Archstone Endowed Chair • Associate/Full Professor with Tenure Health, Behavior and Aging Recreation and Leisure Studies • Assistant/Associate Professor of Recreation and Leisure (Recreation Management) 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.

46 • August 2016

Assistant, Associate and Full Professors of Finance

Positions: Assistant, Associate and Full Professors of Finance Appointment Date: July 1, 2017 Fields of Emphasis: Corporate Finance, Investments, Macro Economics Requirements: Applicants must have a Ph.D. from an accredited institution.

(Expected completion by June 30, 2018 is acceptable.) Demonstrated ability or potential for high quality research and teaching are important.

Teaching: The Wharton School offers finance courses at the undergraduate, MBA and doctoral levels. Teaching responsibilities would be at the undergraduate, MBA, and doctoral levels.

Research: Applicants should have a strong interest and proven competence in research and scholarship.

Salary: Competitive Submit: We strongly encourage you to submit your job market package electronically via our secure website in order to have your application reviewed as quickly as possible. https://fnce.wharton.upenn.edu/faculty/open-faculty-positions Application Deadline: December 9, 2016 Contact: David Musto, Chairperson, Finance Department 2300 Steinberg Hall-Dietrich Hall The Wharton School, University of Pennsylvania Philadelphia, PA 19104-6367

WESTCHESTER COMMUNITY COLLEGE POSITIONS Full-time faculty positions. Instructor-level positions in Nursing and Fashion Merchandising start in the Fall 2016; also Testing and Assessment Counselor position is open. Positions require Masters plus one-year related experience unless otherwise specified.

Adjunct Faculty. Fall 2016 openings. Masters and one-year related experience required. Anthropology (including Archeology and Native American Studies), Dance (Hip Hop), Economics, Geography, History (including Latin American, African American, Caribbean), Journalism, Paralegal, Philosophy, Political Science, Psychology, Radiologic Technology, Sociology.

For details, visit www.sunywcc.edu/jobs. Resumes to Human Resources, Westchester Community College, 75 Grasslands Road, Valhalla, NY 10595; fax 914-606-7838; email Word documents to humanresources@sunywcc.edu. Please indicate position of interest on envelope or in email “subject” field. AA/EOE.

The University of Pennsylvania is an affirmative action/equal opportunity employer.

All qualified applicants will receive consideration for employment and will not be discriminated against on the basis of race, color, religion, sex, sexual orientation, gender identity, creed, national or ethnic origin, citizenship status, age, disability, veteran status, or any other characteristic protected by law.

The Wharton School, University of Pennsylvania

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48 • August 2016

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