VOLUME 26 • NUMBER 3 DECEMBER 14, 2015
The Electoral Process THE FUTURE OF HIGHER EDUCATION IN THE US
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LATINO KALEIDOSCOPE THE POPE AND JUNIPERO SERRA Written by Carlos D. Conde
T
here’s a myth about Spanish colonialism in the Americas that when the Spanish conquistadors – Hernan Cortez, Francisco Pizzaro et al – landed on the continent, they first fell on their knees and then on the Indians. It’s not a myth to some who consider it the preamble to the fate of the Native Americans, aka, American Indians, in the name of religion. There are historians and Native American groups, in particular, who would attribute some truism to this long standing debate about harsh Catholic evangelism in the Americas by its pioneering missionaries. That historical episode was revisited in an ecclesiastical way during Pope Francis’ recent visit to Washington, D.C., when among other papal ceremonies, he canonized the Rev. Junipero Serra, a Franciscan priest noted for his ministries in early California that later extended along the U.S. southwest corridor. While the Pope, dignitaries and the faithful were celebrating the Reverend’s sainthood, another element of the original American social fabric, Native Americans, was publicly denouncing the church’s recognition of Father Serra and his saintly ascension. Prior to his canonization in Washington, the dissidents desecrated his grave in Carmel in retribution for Father Serra’s role through his ministries, so the legend submits in the harsh subjugation of Native American (Indians) in California. Some Native Americans haven’t forgotten or forgiven and used this exalted church occasion to have their say by dousing the statue of Serra with paint
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and scrawling on the monument, “Saint of Genocide.” Father Serra is the first Hispanic from the Americans to be canonized although his antecedents are born and bred Spanish from the original mother country, and he came to Mexico from Mallorca as a young missionary. Pope Francis’ investiture of Father Serra also served to rekindle a sensitive issue on some of the methods employed by the Catholic missionaries in Christianizing the local “heathens.” It has led to some debate and controversy on the recognition and sainting of missionaries like Father Serro who built his reputation on converting the indigenous Native American groups to Catholicism. Today’s detractors claim Father Serra and other church missionaries may have served their tasks too harshly inflicting hardship and repression—and countenancing the byproduct of social diseases inflicted on the local indigenous groups by the Spanish occupation forces in the Americas. Like many other Latinos, I had never heard of Father Serra until now. For those of us of Mexican heritage, the Indian peasant Juan Diego, beatified by Pope John Paul in 2002, has always been our hero. The Catholic clergy, particularly those reaching sainthood, like Father Serra, is sacrosanct to the Latino faithful. The padres, although there have been a few rascals, are the ultimate authority of God whatever the pecking order. Father Serra was ordained in 1737 and briefly taught philosophy in a local college in Mallorca before he was ac-
cepted as a missionary and set sail for Mexico. His earlier history in Mexico produced some postmortem controversy for (along with his ministerial work) temporarily serving the repressive Spanish inquisition. It was apparently without consequences although this later came to haunt his ministries and credentials and briefly, but publicly, his canonization. Father Serra wasn’t your ordinary priest. His religious devotions included self-inflicted physical torture like self-flagellation as repentance and discipline, evident in his long trek on a crippled foot from Mexico to California establishing 21 missions from San Diego to San Francisco. His ministries are deemed genuine although, unfortunately, he is not a religious hero or saint to everyone, particularly California’s Native Americans in the region that largely created his legacy. Native American groups made a lot of noise over his canonization claiming the Vatican failed to sufficiently vet his theological past to grant him the Church’s supreme elevation. Father Serra would have probably dismissed all this with his favorite chant, “Siempre Adelante” (Always Ahead). Pope Francis also repeated it at Father Serra’s canonization, or maybe he was saying, “get over it.” •
Carlos D. Conde, an award-winning journalist, former Washington and foreign correspondent, was an communications aide in the Nixon White House. Write to him at CDConde@aol.com.
www.HispanicOutlook.com • 3
THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE VOLUME 26 • NUMBER 3
Featured Article
Free higher education as a mechanism for reducing the enormous and growing social inequality in the country
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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, SYLVIA MENDOZA, AND MIQUELA RIVERA
4 • December 14, 2015
PUBLISHED BY “THE HISPANIC OUTLOOK IN HIGHER EDUCATION PUBLISHING COMPANY, INC.” Editorial Policy The Hispanic Outlook in Higher Education Magazine® is a national magazine. Dedicated to exploring issues related to Hispanics in higher education, The Hispanic Outlook in Higher Education Magazine®is published for the members of the higher education community. Editorial decisions are based on the editors’ judgment of the quality of the writing, the timeliness of the article, and the potential interest to the readers of The Hispanic Outlook Magazine®. From time to time, The Hispanic Outlook in Higher Education Magazine® will publish articles dealing with controversial issues. The views expressed herein are those of the authors and/ or those interviewed and might not reflect the official policy of the magazine. The Hispanic Outlook in Higher Education Magazine® neither agrees nor disagrees with those ideas expressed, and no endorsement of those views should be inferred unless specifically identified as officially endorsed by The Hispanic Outlook in Higher Education Magazine®. Letters to the Editor The Hispanic Outlook in Higher Education Magazine ® email: info@hispanicoutlook.com Editorial Office 299 Market St, Ste. 145, Saddle Brook, N.J. 07663 TEL (201) 587-8800 or (800) 549-8280 “‘The Hispanic Outlook in Higher Education’ and ’Hispanic Outlook are registered trademarks.’”
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We are more than higher ed. We are a whole new category. We build. We innovate. We incubate. We expand access and develop an educated workforce to make an impact. We transform lives. We save lives. We are the University of Central Florida and
We’re Hiring. The University of Central Florida has evolved to become the nation’s second-largest university. We’re adding world-class researchers and scholars — ensuring the success of each faculty member in the classroom, the research lab and beyond.
UCF is an equal opportunity/affirmative action employer.
We’re seeking 100 of the best new minds in research and teaching to foster diversity and innovation in our 13 colleges. Visit ucf.edu/faculty. www.HispanicOutlook.com • 5
THE POWER OF LEGAL EDUCATION
Located in Houston, the nation’s 4th largest city with a thriving economy and a robust legal market
• Recognized for diversity by preLaw and The National Jurist magazines • Ranked 18th by Hispanic Outlook for Higher Education among top law schools for Hispanics • Ranked in the Top 10 by U.S. News & World Report for Intellectual Property and Health Law programs • Ranked 31th by The National Law Journal among ‘Go to’ law schools for graduates hired by the top 250 law firms • Named a ‘Best Value’ school by preLaw Magazine • Offers JD/MBA, JD/MA, JD/MSW, JD/MPH, JD/MD, and JD/Ph.D. • Offers joint JD program with University of Calgary law school in International Energy Law allowing students to earn both Canadian and American law degrees in 4 years • Hands-on clinical programs in precedent-setting cases in state and federal courts, including the U.S. Supreme Court • Employment rate at 90.6% 10 months after graduation The University of Houston is a Carnegie-designated Tier One public research university and an EO/AA institution. 6 • December 14, 2015
SHAPE YOUR FUTURE AT
MIAMI LAW EXTENSIVE INTERDISCIPLINARY PROGRAMS HANDS-ON PRACTICAL SKILLS PUBLIC INTEREST FOCUS INTERNATIONAL GLOBAL IMPACT
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THE HISPANIC OUTLOOK IN HIGHER EDUCATION MAGAZINE DECEMBER 14, 2015
Table of
CONTENTS 3
10
KALEIDOSCOPE
The Pope and Junipero Serra by Carlos D. Conde
HISPANIC GAINS DESPITE LAW SCHOOL ENROLLMENT DROP
With fewer students attending law school than ever before, Hispanics are in a prime position to receive a law degree by Michelle Adam
10 TOP 25
14
One involves mentoring at-risk middle school students and the other focuses on sealing juvenile offenders’ records by Gary M. Stern
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28
27
THE ELECTORAL PROCESS AND THE FUTURE OF HIGHER EDUCATION IN THE US Public universities have to find and secure the means to meet enormous demand in order to maintain a diverse student body by Dr. Priscilla Gac-Artigas
LAW SCHOOLS
24
THE UNIVERSITY OF HOUSTON LAW SCHOOL LAUNCHES TWO INNOVATIVE LEGAL PROGRAMS
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UNIVERSITY OF CALIFORNIA CENTER SERVES A VULNERABLE STUDENT POPULATION UC unveils its Undocumented Legal Services Center by Kevin R. Johnson
27
TOP 25 SCHOOLS FOR HISPANIC LAW PROFESSIONALS These schools grant the most law degrees and certificates to Hispanics
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SCHOLAR’S CORNER
by Edwin Hernandez, Doctoral Candidate Social Science and Comparative Education, University of California, Los Angeles, 2015 Graduate Fellow
29
OWN IT!
The Latino Entrepreneur Must Choose Wisely by Marvin F. Lozano, Ed.D. and Miquela Rivera, Ph.D.
30
TARGETING HIGHER EDUCATION
The Law: A Career Opportunity for Hispanics? by Gustavo A. Mellander 8 • December 14, 2015
WE’RE BUILDING
A WORLD OF POSSIBILITIES.
TENLEY CAMPUS opening January 2016
tenley.wcl.american.edu
#buildwhatmatters
WE ARE NEW YORK’S LAW SCHOOL
New York Law School
Diversity in Action Founded in 1891, New York Law School is one of the oldest independent law schools in the United States. NYLS is located near the centers of law, government, finance, and a thriving cultural and artistic community in Manhattan’s TriBeCa district. In 2015, 38% of the incoming class identified as students of color. As New Yorkers and legal educators, we understand diversity is our greatest strength and is fundamental to our identity as New York’s law school. 185 West Broadway, New York, NY 10013-2921 T 212.431.2888 Toll-Free 877.937.NYLS E admissions@nyls.edu
www.nyls.edu www.HispanicOutlook.com • 9
HISPANIC GAINS DESPITE LAW SCHOOL ENROLLMENT DROP Written by Michelle Adam
L
aw School enrollment has seen a consistent decline since 2010 when the nation experienced an all time high in the number of students attending. According to the American Bar Association, enrollment has dropped for four consecutive years since 2010 with a seven percent drop from 2013 to 2014 and an 18.5 percent decrease in enrollment from 2010 to today. Most experts attribute the drop in enrollment to student concerns for the high cost of legal education coupled with fewer job market returns than those earlier experienced. After all, the amount of work for lawyers has decreased in the past five years, as has, in most cases, the earnings that a law degree used to offer. In an effort to remedy this situation, law schools have become creative. They have begun to offer condensed programs—degrees achieved in two years instead of four—and are providing clinic-rotation and real-world experience in their education, according to a U.S. News and World Report. In addition, median LSAT scores at many law schools have dropped 3-5 points, making it 10 • December 14, 2015
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an ideal time for Hispanic students (who have historically scored lower on LSATs) to apply to law school. Hispanics Benefit from Downturn While Hispanic applications to law school have dropped along with
With fewer students attending law school than ever before, Hispanics are in a prime position to receive a law degree… and find jobs that require their diverse language and cultural skills. those from the overall population in the past few years, the number of acceptances they’ve received has gone up (for example, for the fall of 2012,
Hispanic applications decreased by 3.9 percent, yet the number of acceptances increased by 2.9 percent, according to the National Law Journal). In addition, in Hispanic Outlook interviews with top law schools for Hispanic students, we discovered that the trend in Hispanic enrollment has at times defied the national average. Some Hispanic Serving Institutions (HSIs) have actually had an increase in Hispanic student enrollment and are finding that Hispanics with bilingual skills are doing better in the job market than others. Florida International University “While our enrollment went down four percent in the past year— in this market, that is flat, as far as I’m concerned—our diversity went up, quality increased and our average GPA has increased,” Alexander Acosta, dean of Florida International University College of Law, said. “We’ve had a slight increase in the number of Hispanics this fall. We have 55 percent Hispanics [up from 43.8 percent in 2010] and 65 percent minority overall, and we are
bucking the trend in that our Hispanic students are doing incredibly well in the job market.” At FIU, many of their Hispanic law students come with a “hunger” to do well, Acosta explained, especially those who emigrated from Cuba and have experienced severe hardships. Also, given a high demand for bilingual lawyers in the Miami area, a majority of students land a job shortly upon obtaining a degree. “Our nine-month full-time employment rate [after graduation] is 80 percent,” Acosta said. Student success can also be attributed to FIU’s efforts: It has offered students scholarships provided by local firms, has actively recruited students and has created programs that help students do well in school and beyond. Every law student is offered an academic enrichment program upon entering law school and is taught the basics of how to be successful in school as well as the ins and outs of the legal world. Mentoring programs and classes on legal reading and writing in Spanish are also provided. Rutgers School of Law Rutgers School of Law in New Jersey has also worked hard to draw and maintain a diverse student body despite experiencing a similar decrease in overall applications. Like FIU, it has also seen an increase in the number of Latino students and students of color enrolling. “Minority students are applying to us in larger numbers,” Yvette Bravo-Weber, assistant dean of the Minority Student Program and Externships at Rutgers, said.
Rutgers School of Law
www.HispanicOutlook.com • 11
Yvette Bravo-Weber
Whittier Law School
12 • December 14, 2015
Their mission, she said, has been to support diversity on campus. As part of that mission, Rutgers has been offering incoming students a Minority Student Program (MSP) for multiple decades. Incoming students—35 percent of which are Hispanic—are invited to be a part of this three-week program, which begins in early summer with a threeday orientation followed by classes providing skills on how to be successful in law school (how to read, take notes, prepare for exams, etc.). Successful alumni and lawyers from earlier programs speak with incoming students, mentor them and offer opportunities to shadow their work. Rutgers provides first-year students paid internships, in addition to study groups, robust academic support and, at times, financial sup-
port. As a result, the school’s retention rate is almost 100 percent, and many alumni are now part of the Hispanic Bar Association. Whittier Law School Like Rutgers, Whittier Law School, which was ranked as having the most diverse student body in California, has also seen a drop in applications in the past year. Nonetheless, it has also been able to maintain a diverse student population with 54 percent minority students today compared to 50 percent in 2000. The school has attracted large percentages of minorities because of its Southern California location, and with a long tradition of diversity, it has provided helpful information to students on how to apply, select and attend a law school.
St. Thomas University School of Law
In the past few years, Whittier Law School has hosted weekend conferences to help minority and low-income students apply to and get into law school and has aggressively reached out to potential minority students. In addition, the college reaches out to employers for job and fellowship opportunities for its graduates. St. Thomas University School of Law At St. Thomas University School of Law in Florida where 67 percent of students are Hispanic, applications dropped 10 percent from the previous year. But rather than accept students with low LSAT scores, the school decided to decrease enrollment instead. St. Thomas has taken a lot of initiatives, though, to address the
needs of the students who are enrolling. Two years ago, the school opened up its Summer Conditional Program to all students admitted to the JD program although it was originally designed for those who may not have been admitted into the JD program without proper preparation. This three-week program exposes many new first generation students and beyond to the law school experience since “many first-generation students don’t know what law school is going to be like,” Jessica Fonseca-Nader, assistant dean of the law school, said. Students also receive an active-learning instructor program where upper-level students serve as mentors to students. Second-year students are given workshops on exam-taking, essay-skills building and review first-year material. Third-year
students take a pre-Bar test and are taught to prepare for the Bar, and after they graduate, the dean of academic support runs workshops on topics relative to the Bar. “We have a good graduation rate,” Fonseca-Nader said. Graduating a strong group of Hispanic students who are ready for a successful career in law—and offer a new breed of bilingual lawyer needed in today’s society—is something that all schools HO interviewed are doing. With fewer students attending law school than ever before, Hispanics are in a prime position to receive a law degree— schools are competing harder for their attendance—and find jobs that require their diverse language and cultural skills. •
www.HispanicOutlook.com • 13
The University of Houston Law School Launches
TWO INNOVATIVE LEGAL PROGRAMS Written by Gary M. Stern
D
avid Dow, a distinguished professor at the University of Houston Law Center and founder of the Texas Innocence Network, which represents death-sentenced inmates, is spearheading two new programs: one involving mentoring at-risk middle school students and the other focuses on sealing juvenile offenders’ records. Though each of these programs is run separately, Dow, a Houston, Texas, native and Yale Law School graduate, said “At some point we intend to fold the three different programs into one corporate umbrella.” Dow explains that the three programs are interconnected. Each program represents mostly poor and disadvantaged youths or offenders who often don’t receive a fair shake from the justice system or are unaware of opportunities available for them. Over the last 25 years, Dow has been fighting for the rights of death row inmates. “In the course of doing this work, I’ve concluded that if my client had a legal and social support network when he had been 14 • December 14, 2015
much younger or in middle school, he wouldn‘t have ended up as my client,” he said. That triggered the formation of the Juvenile & Capital Advocacy Project (JCAP) in fall 2014, an offshoot of the Texas Innocence Network. When presenting a TED
Katya Dow
(Technology, Entertainment and Design) Talk, Dow proposed mentoring middle-school students to enlighten them about their many opportunities, including higher education. Providing them with options and alternatives would steer them in the
Katya Dow, University of Houston Law Center
right direction and deter them from choosing any kind of criminal activity and, over the long haul, prevent them committing any capital crimes. He received a modest stipend from the University of Houston Law Center to springboard the project. JCAP mentors 70 middle schoolers from the William A. Lawson Institute for Peace and Prosperity in Houston. It focuses on disadvantaged youth who live in high crime or low-income neighborhoods. “Are all of them going to do something horrible? Of course not,” Dow said. Mentoring teenagers, however, is a way to deter criminal activity and nip it in the bud. “Kids in Texas particularly who get arrested or charged with nickel and dime felonies when they’re a
with their clients, sign an affidavit and obtain the sealed records in court. Then they’re taught to file the proper paperwork for the judge and obtain a hearing date and then transmit the information to relevant agencies. By law after two years, all juvenile records must be sealed. “It gives them the opportunity to experience what it means to practice law in the real world. It’s something you don’t often do in law school,” Katya Dow noted. Some of these law students will use these skills if they specialize in juvenile law or handle criminal cases. However, law students can’t argue at hearings because they haven’t passed the bar exam, so Katya Dow represents the juveniles at every hearing, keeping her busy. All the legal work executed for the juveniles is done pro bono, so they don’t have to pay attorneys or law students.
David Dow, University of Houston Law-Center
www.HispanicOutlook.com • 15
Photo Credit: Katya Glockner-Dow
“Many Latino and African American students come to law school with the hope of being able to help their communities, and this program allows them to do that.”
juvenile and commit what are just youthful missteps can be haunted by them for the rest of their lives. What we’re doing is fishing in the pond,” Dow said. Hence, JCAP is sending a message that college and careers are possible and so is success. Many mentors are doctors, attorneys and professionals who live outside of the more insulated inner city neighborhoods. Dow envisions tripling the program so that 200 students could be mentored in the future. Seeing how the release of juvenile records can damage a teenager for extended periods contributed to Dow’s introducing a clinical course at the University of Houston Law Center in sealing juvenile records. It is taught by Katya Dow, his wife, an adjunct professor at UH Law Center. Many youthful offenders aren’t even aware that their juvenile records are exerting damaging impact on their lives. For example, when the youthful offender applies for a job at a fast-food eatery, and a background check is executed, the applicant will be rejected without any explanation. “They don’t know why they’re not hired or why their loan for college has been denied,” Dow explained. While the juvenile offenders gain from ensuring that their youthful crimes are sealed, so do the University of Houston law students researching their cases. “They get to learn how to practice law in a way that is valuable. They can help a kid get a job, gain financial aid and go to college,” Dow pointed out. Katya Dow who teaches the Juvenile Record Sealing class says law students are trained how to meet
Katya Dow (left) and members of the Juvenile & Capital Advocacy Project
Of the 11 students enrolled in the record sealing class, four were minorities including three Latinos and one African-American. “Many Latino and African American students come to law school with the hope of being able to help their communities, and this program allows them to do that,” she said. Third-year Houston Law Center student Ruben Ramirez, slated to graduate in May 2016, took the juvenile record sealing class. Raised in Edinburg, Texas, he wants to give back to the community when he becomes a trial lawyer. He notes that most of the juvenile infractions committed are minor and yet, if released, could have devastating impact on their life. Ramirez says the three main 16 • December 14, 2015
skills he learned in the class were: 1) client management and juggling multiple classes simultaneously, 2) drafting the petition and court order for sealing juvenile records and 3) coaxing clients to overcome their fears of the judicial system. Having taken the class, Ramirez can now “assist eligible juveniles from our community in sealing their records. I have screened clients for eligibility, walked them through the process, drafted their petition and order for record sealing, filed their petition and served notice of the hearing to relevant agencies.” Ramirez compares what Professor Dow has done in the class to an old maxim: Give a man a fish, he eats for a day. Teach a man to fish, and he will eat for the rest of his life.
These three programs concerning death penalty grievances, mentoring of poor teenagers and sealing of juvenile crimes are interrelated because they all deal with “poverty issues and criminal justice issues. It doesn’t matter if you’re liberal or conservative, but if a kid makes a mistake when they’re 13 or 14, it shouldn’t haunt them for the rest of their life,” Dow exclaimed. In the future, David Dow intends to expand the mentoring program to include sixth and seventh graders not just eighth graders. He’d also like to extend the juvenile seals record program to assist a greater number of youthful offenders. “I’d like to see more technological changes to make it less tedious to seal juvenile records,” he added. •
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THE ELECTORAL PROCESS and the Future of Higher Education in the US Written by Dr. Priscilla Gac-Artigas
R
ecently in the White House Rose Garden--a place traditionally used by presidents to meet the press, receive distinguished visitors and make public policy announcements--Vice President Joe Biden announced to the Nation that he would not run for president. Nevertheless, his speech was a presidential speech with substantive content. One of the issues he addressed that struck us the most was his proposal for free higher education as a mechanism for reducing the enormous and growing social inequality in the country while ensuring economic growth. Vice President Biden thus highlighted the need to reform an unfair educational system, a system that deepens inequities by denying the students from disadvantaged sectors the opportunity to pursue a college degree. He reminded us that 100 years ago the U.S. established by law 12 years of free public education. He went on to add that nowadays 12 years was not enough and that it is time to offer 16 years of free public education, that is to make the first four years of college at public institutions tuition free. By doing so, he 18 • December 14, 2015
joined voices with two other Democratic candidates, Bernie Sanders and Hillary Clinton. Sanders included in his program free education as a universal right while Hillary Clinton presented an affordable higher education plan that includes grants to states that guarantee public university students can graduate without loans, tuition assistance in exchange for national service, income-based repayment plans and refinancing at current rates for recent graduates. What are the implications of this situation? A change has occurred in American politics, and the right to free public higher education is now a part of the public debate. After returning from my experience as a Fulbright Scholar in Chile a year ago (where I worked with professors and students on strategies to develop critical thinking through the improvement of writing skills), Congress was in the thick of discussions about free access to higher education. I couldn’t help but think about the similarities and differences between what happened in Chile and the challenges that free education would impose on public and
private institutions in the United States. In Chile, the idea of education as a right and, therefore, an obligation of the State to secure its gratuity was imposed by the masses--the students--who occupied the streets, schools and universities to advance this proposal. Therefore, what at first seemed a dream, a utopia for the few, finally reached hundreds of thousands of students, parents and teachers who marched through the streets of Chile and progressively dominated the political debate. Little by little politicians of all currents adhered to the idea, and the debate moved on to planning the steps needed to implement and finance it. This led to the approval of tax reform to secure funding and implement a law that gradually reached total tuition-free higher education. Today, no one in Chile questions the universal right to free quality education, and starting next year, the most vulnerable students will study tuition free at Chilean public universities as well as private non-profit institutions that meet accreditation criteria. In the United States, the process begins backward, from the top
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down. Considering recent history, it is clear that the debate does not emerge from the student body or in the classrooms or the streets; the discussion has been broached by a handful of politicians as part of an electoral process that has proved to be anything but conventional. The first one to bring up the issue was Bernie Sanders, Democrat candidate, who as a self-described “democratic socialist” presents a campaign program that mirrors policies in social-democratic European countries. Among other subjects, these policies concern issues of income and social inequality, universal education and healthcare, parental leave and LGBTQ population rights. Sander’s perspective was echoed by Vice President Biden with some nuances by Hillary Clinton. We are convinced that thanks to the electoral process, the discussion will
continue and eventually lead us in the same direction as in Chile. The timeframe of the process is unpredictable, though, but so it also was in that southern country years ago. Therefore, both public and private institutions in the U.S. have to prepare for this challenge in order to handle an imminent change in the composition of their student bodies in order to define or redefine their institutional missions and to deal with the inevitable competition that will arise between the public tuition-free institutions and the private tuition-paid ones to attract and retain the finest students. What would it imply for public universities to be tuition-free? Public universities will have to confront the challenge of adapting and expanding to continue providing a quality education to a growing
Public universities will have to confront the challenge of adapting and expanding to continue providing a quality education to a growing student population. They have to find and secure the means to meet enormous demand in order to maintain a diverse student body. www.HispanicOutlook.com • 19
Harvard Law School
student population. They have to find and secure the means to meet enormous demand in order to maintain a diverse student body. With existing space constraints, public universities run the risk of over-representing high-performers from wealthy school districts who would have otherwise attended private institutions. Public universities have to secure the means to offer underprepared students from underprivileged neighborhoods the tools and infrastructure to be successful in college so to avoid the kind of deception and exodus of low-income freshmen that we have seen in other countries, Argentina among them where higher education is not only tuition free; there is no admission selection process in place. In brief, universities have to be ready to guarantee a quality education by providing faculty the time and the means to do research and innovate within their fields and to bring these findings 20 • December 14, 2015
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into the classrooms and eventually, through their students, share them with society as a whole. Private universities will have to ponder about their future as well. The most prestigious ones, national and international, will be less affected. Their competitiveness will continue residing in the exceptional quality of their education and in the other advantages conferred by their degrees: prestige, networking, access to money and power, etc. Most of these elite universities have the financial means to maintain through outreach and scholarships a diverse population of top-performing students thus guaranteeing a rewarding and transformative college experience for all members of the college community. The other private universities will have to strive to establish or maintain a reputation that allows them to convince parents and stu-
dents of the advantages of choosing them over comparable public tuition-free institutions. And those advantages will have to rely on offering an education of quality that prepares students for a successful and fulfilling life after college in a globalized world; on the distinctiveness and applicability of their programs; on the quality, leadership and recognition of their faculty beyond regional borders; on the affordability and the scholarships that may be offered to ensure diversity as well as retention of students to avoid the exodus towards public universities of similar prestige; on the research produced; on the relationship of tuition cost and salary compensation and on its relationship to its surrounding community. Thus, their future will depend on how effective they will be in transforming the lives of their students by making college an enriching experience pedagogically, culturally and
socially that also leads to competitive salaries after graduation. Private universities’ future will depend on overcoming the fear of disappearing, the fear of competition and the fear of change. As stated by Dr. Paul Brown, President of Monmouth University (a private regional institution in New Jersey): “A multitude of factors are putting higher education at a critical crossroads, and how the university chooses to harness our collective resources, acumen and foresight to move ahead will be a defining moment. With change inescapably before us, we must articulate a new vision for Monmouth and create nothing short of a transformative learning experience for Monmouth students.” Private universities’ survival will depend, in our view, on accepting honestly and responsibly the challenges ahead, and exploring openly and creatively a myriad of options that ensure a better future for our students and a better future for our society. We are witnessing a singular political moment that can become rich, vibrant, life-changing not only for the future of higher education but also for the future of the country. As it happened in Chile, the road can open quickly, and it is our responsibility as administrators, scholars and faculty at higher education institutions to ask ourselves about the prospects of a change like this and to start preparing to confront the challenges. On my first day as a Fulbright Scholar at the University of Santiago, students were absent from the classroom not because they were on vacation but because they were in
the streets demanding educational reform. That day, I closed my office and went out to the streets to learn. Today in 2015, Chile has taken the necessary steps to offer tuition-free higher education. This experience leads me to believe that perhaps the relevance of the proposals made by visionary politicians like Joe Biden, Bernie Sanders and Hillary Clinton has been to elevate the student debt crisis to the electoral process. This can help make the need for educational reform a paramount issue that must be addressed by every presidential candidate regardless of political party. The question remains how to move forward. We concur with Dr. Drew G. Faust, president of Harvard, who addressed the members of the “U.S. Conference of Mayors’ Community Development and Housing Committee” in October of this year and declared that universities cannot only help to answer that question but are an intrinsic part of the solution. We believe the solution is rooted in an education that teaches our students to think critically rather than regurgitate information. An education that teaches students to apply knowledge in creative ways and to propose innovative solutions even if these responses raise more questions than answers. An education that gives students the opportunities--and the tools--to engage deeply in learning without the burden of suffocating debt that deters many from pursuing college, affects academic performance during college and mortgages students’ lives and happiness after college.
We believe that quality, universal and free education is a right. The road to college must depend on personal effort; quality early education; support of parents and family and awareness that those excluded also have a place in the construction of the future: theirs, ours and that of the country. Are we – students, parents, administrators, scholars, teachers, politicians, 99 and 1% alike – ALL of us willing to push for change, and are we prepared to face the challenges that come with it? Perhaps that is another of the questions that should enter into the discussion, in classrooms, in scholar meetings. Otherwise, the direction of the process can change, and maybe, as in Chile, the street will be full of people marching, so the new ideas and revitalizing winds enter the classroom. Written in collaboration with Gustavo Gac-Artigas, writer, Contributing Member of the ANLE and co-author of E-GPS Essay-Ensayo, a mobile app for writing essays in English and Spanish. •
Dr. Priscilla Gac-Artigas is a Professor of Foreign Languages and Latin American Literature in the department of World Languages and Cultures at Monmouth University, NJ. She is a Fulbright Scholar and a Contributing Member of the Academia Norteamericana de la Lengua Española (ANLE). Among her latest publications —in conjunction with Gustavo Gac-Artigas, writer and Contributing Member of the ANLE— E-GPS Essay / Ensayo , mobile app for structuring logical and coherent essays either in English or Spanish. www. linkedin.com/pub/priscilla-gac-artigas/52/612/a10
www.HispanicOutlook.com • 21
NOW RECRUITING FOUNDING DIRECTOR AT CLAREMONT COLLEGES The five undergraduate colleges in Claremont—Pomona, Scripps, Claremont McKenna, Harvey Mudd and Pitzer Colleges—seek to recruit a Founding Director for the Rick and Susan Sontag Center for Collaborative Creativity, which opened its doors in September 2015. The purpose of the Sontag Center is to accelerate the creative development of students across the five colleges. Work with the leaders of the five colleges, faculty and students to foster and animate a space dedicated to creative and collaborative activity among students, faculty and the broader community. Oversee all activities and programs as well as the development of the space, participate in advancement initiatives, and develop internal and external awareness, engagement, and partnerships.
QUALIFICATIONS
Expertise in design thinking, creativity and innovation
Significant experience working on projects that exemplify collaborative and creative approaches to prolem-solving
Demonstrated ability to work collaboratively in a complex environment and across multiple constituencies
Additional information about the Sontag Center can be found at the Center website
http://creativity.claremont.edu/ Applications should be submitted electronically to
Julie.Gross@egonzehnder.com
...each issue presents constructive observations on policies, procedures and the meaning of diversity in the field of education... —The Hispanic Outlook In Higher Education Magazine
22 • December 14, 2015
STUDY OVERSEAS IN MADRID
Summer Program for Jr. & Sr. High School Students Spanish Conversation and more in Madrid, Spain
Hispanic OutlooK-12 will conduct its fiftieth SUMMER PROGRAM in Madrid, Spain. Based at the International House, it provides an ideal location for travel and study due to Madrid’s close proximity to major centers of Spanish culture, and its easy access to the rest of the country. The program consists of two weeks of Spanish conversation beginning June 26, 2016. You will attend classes in the morning, take part in city visits in the in the afternoon and the early evening as well as Saturday tours, Sunday cultural
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activities and evening “tertulias.”
T H E H I S P A N I C O U T LO O K - 12 MA GA ZI NE w w w . k 12his pani c out l ook . c om/ s pain- pr ogr am s um m erinm adri d@ his pa nic out look . c om ( 201) 587- 8800 www.HispanicOutlook.com • 23
New UC Center Serves a Most Vulnerable Student Population:
A NEW TREND IN HIGHER EDUCATION? Written by Kevin R. Johnson
Undocumented Legal Services Center staff members meet to discuss cases: Legal Fellow David Gomez, Legal Fellow Desiree Fairly, and Executive Director María Blanco
O
ver the last year, the University of California has been constructing a form of student services never before seen in higher education. In building the University of California Undocumented Legal Services Center, UC is demonstrating how it truly can be on the cutting edge in serving students and the greater community. Announced last November by the UC President Janet Napolitano, the new center has already begun 24 • December 14, 2015
serving the unique legal needs of undocumented students. Housed at the UC Davis School of Law, home of a well-established Immigration Law Clinic and leading immigration law scholars, the center serves undocumented students and their families on UC campuses without a law school. The campuses – Merced, Riverside, San Diego, San Francisco, Santa Barbara and Santa Cruz – are spread throughout the Golden State. The student need is clear. Many
of them are eligible for deferred action or other types of immigration relief that stabilizes their daily lives and, as a result, helps to improve their academic success. The idea behind extending services to the families of undocumented UC students involves a well-researched phenomenon: students are in a better position to excel in their studies if their families are not at risk of removal. Launching the center was a tremendous undertaking. Any project
“Many students want to regularize their immigration status, so they might be able to leave and return to the U.S. as required by study abroad programs just like many other college students are encouraged to do (and, in fact, do).” spanning across UC campuses raises many questions and logistical and related concerns. The largest unknown was of critical importance: how many undocumented students were attending the various UC campuses? The Office of the President made efforts to estimate the undocumented population on each UC campus, but it remained uncertain what the size of the population needing legal services would be. We now know the answer: several hundred undocumented students are enrolled at each of the campuses of the University of California, despite many financial and other barriers. While many of them are from Mexico or Central America, there are
María Blanco, Executive Director of the Undocumented Legal Services Center
undocumented UC students literally from around the world, including Asia, Africa and Europe. UC Davis served as an important model for the new endeavor. Previously, the UC Davis Immigration Law Clinic had worked with the UC Davis AB 540 Center – named after the legislative bill allowing undocumented students to pay the same tuition and fees as other California residents – to provide legal assistance to undocumented UC Davis students. This single-campus experience offered helpful lessons in creating the new center to serve multiple campuses. Another question was who would lead the center. Who had the
credibility and skill set to establish a legal services center like none other ever seen in a university system? María Blanco, a noted civil rights and immigrant rights advocate, was willing to bring a wealth of experience, as well as a sterling reputation in the immigrant rights community, as the inaugural director. Blanco proceeded to hire several immigration attorneys, including a number of recent law graduates with experience working with immigrant communities and conversant in languages other than English. In short order, she pulled together a highly qualified team to work with diverse populations spread out on campuses throughout California. www.HispanicOutlook.com • 25
“Some students are eligible not to be deported but need legal assistance to identify and collect the information necessary to make their case.” But before they could serve students, the attorneys had to deal with a characteristic of the University of California campuses that many of those who have worked with UC have experienced. The campuses in the UC system are diverse with very different institutions, structures, student needs and concerns and cultures and cultural traditions. The attorneys had to navigate the different campus cultures, finding out the people and institutional structures that allow them to most effectively access the undocumented student population on that campus and build the trust necessary to effectively represent the students. The navigating of various campuses and their specific cultures continues to be a challenging and time consuming but necessary exercise. The attorneys are reaching out to students and leadership on the various campuses to build relation26 • December 14, 2015
ships and trust. The collaboration is helping to create support and recognition for the very specific needs of a growing portion of the undergraduate and graduate UC student body. In fact, a summit held in April brought UC students, staff and faculty together in Oakland to discuss the issues facing undocumented students: financial, legal, educational and cultural, among others. The nature of the work has been a surprise. Attorneys initially expected to focus on assisting students with applications for relief under the Obama administration’s Deferred Action for Childhood Arrivals program, which was originally created in 2012. The expanded deferred action program, announced in 2014 but delayed by litigation, also was thought to be likely work for the center and its attorneys. As it turns out, the legal work has been far more varied than anticipated. Some students and their family members are eligible for a variety of immigrant visas as well as citizenship. Many students want to regularize their immigration status, so they might be able to leave and return to the U.S. as required by study abroad programs just like many other college students are encouraged to do (and, in fact, do). Some students are eligible not to be deported but need legal assistance to identify and collect the information necessary to make their case. These students have demonstrated a widespread and profound hunger for legal immigration assistance. The cost of seeking quality legal help was preventing them and their families from obtaining services to help them integrate. As of today, the cen-
ter has served more than a hundred students. This number will grow as the program grows in reputation and word of its services spreads. Some students and funders have expressed concern that the university may not maintain funding and that the center could be short-lived. In recognition of those concerns, President Napolitano extended the funding for a total of three years. The UC Undocumented Legal Services Center remains a work in progress, but its efforts are paying off in immeasurable ways for undocumented students. The University of California should be proud of this innovative program that promotes inclusion and helps to protect some of its most vulnerable students. •
Kevin R. Johnson is the Dean of the University of California, Davis, School of Law and Mabie-Apallas Professor of Public Interest Law and Chicana/o Studies.
TOP 25 LAW SCHOOLS FOR HISPANICS 2013 Legal Degrees and Certificates 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.
St Thomas University University of San Diego American University University of Miami Nova Southeastern University St Mary’s University University of Central Florida University of California-Berkeley Arizona State University-Tempe Fordham University Florida International University Keiser University-Ft Lauderdale Florida Coastal School of Law George Washington University Downey Adult School The University of Texas at Austin St John’s University-New York Loyola University Chicago Thomas M Cooley Law School New York Law School Georgetown University University of Florida Kaplan University-Davenport Campus South Texas College of Law Texas Southern University University of Houston Harvard University U of California-Hastings College of Law Miami Dade College Charter College-Canyon Country New York University Loyola Marymount University Everest University-South Orlando Stetson University El Paso Community College
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State
Total
Hispanic
Latino
Latinas
% Hispanics
FL CA DC FL FL TX FL CA AZ NY FL FL FL DC CA TX NY IL MI NY DC FL IA TX TX TX MA CA FL CA NY CA FL FL TX
275 628 652 547 379 289 327 639 419 655 168 221 566 892 136 422 456 627 1200 595 1099 494 1077 390 161 337 766 398 60 83 1074 415 359 347 45
106 105 94 87 84 81 77 75 71 71 70 70 69 64 61 60 55 54 54 54 50 50 50 50 49 49 46 45 45 44 43 41 41 40 39
44 27 34 43 35 49 17 35 37 39 35 9 37 27 3 28 21 19 17 24 28 28 13 19 20 16 19 22 6 7 22 14 3 19 6
62 78 60 44 49 32 60 40 34 32 35 61 32 37 58 32 34 35 37 30 22 22 37 31 29 33 27 23 39 37 21 27 38 21 33
39% 17% 14% 16% 22% 28% 24% 12% 17% 11% 42% 32% 12% 7% 45% 14% 12% 9% 5% 9% 5% 10% 5% 13% 30% 15% 6% 11% 75% 53% 4% 10% 11% 12% 87%
www.HispanicOutlook.com • 27
SCHOLARS CORNER Written by Edwin Hernandez, Doctoral Candidate Social Science and Comparative Education, University of California, Los Angeles, 2015 Graduate Fellow
B
eing part of the American Association of Hispanics in Higher Education 2015 cohort of graduate fellows validated and empowered my identity as a Latino scholar. As a doctoral student at the University of California, Los Angeles, my passion for research and mentorship is rooted in my own lived experiences growing up in South Central Los Angeles. The education and social inequities I witnessed in my community motivated me to engage in meaningful work to create opportunities for low-income and underserved students and communities. As a former school counselor and current mentor, I work closely with students of color in alternative schools, many of whom have encountered similar obstacles that I faced as an adolescent. Together these experiences have influenced my goal to become a tenured faculty member to research issues around access and equity for young men of color, especially Latino males. What led me to participate in the fellows programs was the encouragement I received from AAHHE alumni when I first attended the AAHHE national conference in 2014. I was inspired by the conference presentations, my interactions with fellow graduate students and 28 • December 14, 2015
~
learning about the fellows’ research interests. I was also impressed by the dedication and commitment of former AAHHE fellows who continued to attend the conference and their willingness to share their knowledge and provide support, demonstrating what a supportive academic community looks like. I just couldn’t pass up the exceptional opportunity to be part of a family that aims to support the next generation of Latina/o leaders. The AAHHE Graduate Fellows Program provided me mentoring relationships with administrators, faculty and graduate peers, which have helped me further develop my professional, research and academic skills to reach my goals. One of the most powerful experiences of an AAHHE graduate fellow is the opportunity to be surrounded by a community of talented and driven administrators, faculty and graduate students who share their own personal triumphs and challenges navigating the academy. I was paired with a faculty mentor, Dr. Genevieve Negrón-Gonzales, who provided me with valuable advice on navigating the academy as a student of color and how to achieve worklife balance. In addition to receiving individual mentorship, it was an honor to be part of a collective space
that cultivated platicas to share stories, consejos and dichos. One that stuck with me was, “quien no sabe de dónde viene, no sabe a dónde va,” a dicho shared by an AAHHE faculty fellow that serves as reminder that as Latina/o scholars, it is our civic duty to reflect on our roots and give back to our communities. As a result of this experience, I feel more confident about pursuing a tenure-track position and being able to continue to serve my community. I am thankful to be a part of this supportive community in higher education that has contributed to my personal and professional development, which will continue with me a donde ire. Mil Gracias! •
OWN IT Written by Marvin F. Lozano, Ed.D. & Miquela Rivera, Ph.D
“We all have weaknesses and deficiencies… We are not all weak in the same spots, and so we supplement and complete one another, each one making up in himself for the lack in another.” – Thomas Merton, “No Man Is an Island”
T
he entrepreneurial mindset is fundamentally problem-solving, but it is not done alone. A support network of experts, friends, advisors, mentors – and even critics – helps any entrepreneur piece together solutions to a chosen problem and encourages the problem-solver to persist in the face of challenges. Each entrepreneur must build her own support network. Traditional Latinos are born into and raised valuing a cooperative group – the family. Once in sports or in school, the focus is typically competitive and focused on the individual. The Latino, though, often enjoys groups and seeks them out because they know how to get along and are comfortable fitting into a larger array of people. To succeed as an entrepreneur, the Latino must choose or form his support group – and that takes a strategic eye, diligent planning and consistent follow-through, so it will gel. Unlike the family, which any person is born into providentially, the entrepreneurial support network is developed intentionally. The Latino entrepreneur must choose wisely. The entrepreneur’s team must span four areas: knowledge, network, accountability and support. Peers typically share beliefs, ambitions, interests and habits. They are the homies at any stage, on any level and in any setting who can help each other solve problems together. Partners provide technical knowledge and additional resources to the entrepreneurial effort, but they also encourage, support and hold the problem-solver accountable. Peers can be partners (like Bill Gates and Paul Allen of Microsoft, though their relationship was often at odds), but partners are not always peers. Professionals outside of the technical area of the problem being
solved are also important members of the team – lawyers, accountants, publishers, editors and bankers – can round out the entrepreneurial effort by covering bases that are important but not already addressed. Mentors are often more removed from the daily activities of an entrepreneur, but they keep their finger on the pulse of thing, challenging and sometimes criticizing, posing thoughtful farther-reaching questions to be considered. A mentor is sometimes a coach, sometimes a muse and occasionally a caretaker. Latinos are often accustomed to the mentorship provided by padrinos or madrinas – the spiritual adult guides chosen by one’s parents to assure the development of good character. An entrepreneurial mentor is the sage relied upon for insight, advice, caution and inspiration. The meetings between mentor and entrepreneur may not be often, but they are meaningful and long-lasting. How does a Latino entrepreneur who is focused on getting the work done manage to intentionally develop a support team? Look to natural networks and groups that already exist. The Albuquerque Hispano Chamber of Commerce, founded in 1975, is one of the nation’s oldest. It developed a convention and tourism department to help develop the state’s second largest private sector industry. A major focus is on education and youth development, raising scholarships and working with the local schools to promote leadership among Latino students. The AHCC helps Hispanic entrepreneurs forge vital links between people and resources. Through the Barelas Economic Opportunity Center (BEOC), the AHCC’s state-of-the-art workforce and business development training center, members
can access seminars and training on a broad-range of problem-solving topics (leadership, communication, marketing and finances), computers and meeting space. AHCC serves as the go-to place for entrepreneurs with a myriad of needs. And more recent efforts have connected the AHCC with Central New Mexico Community College (CNM) to promote entrepreneurship in the Spanish-speaking community. This fall, Marvin Lozano completed a pilot of five evening sessions where he taught 60 monolingual Spanish-speakers how to think like entrepreneurs and use an abbreviated business plan to describe, market, manage and use financial projections in starting and/ or developing their small businesses. Due to the overwhelming success of the fall training, CNM will partner with AHCC and loan Dr. Lozano during the spring and summer to train more aspiring Spanish-speaking monolingual entrepreneurs. He will also develop more advanced bilingual entrepreneurial training with the Spanish-speaking monolingual cohorts and offer the entrepreneurial mindset training to the AHCC general membership. •
Marvin Lozano, EdD is a faculty member in the School of Business & Information Technology at Central New Mexico Community College in Albuquerque. He is an experienced small business consultant, commercial banker and entrepreneur. He has been honored as a USDA National Hispanic Fellow and as a Sam Walton Fellow. Miquela Rivera, PhD is a licensed psychologist in Albuquerque with years of clinical, early childhood and consultative experience. Dr. Rivera’s column, “Priming the Pump” appears in each issue of Hispanic Outlook in Higher Education. She lives in Albuquerque.
www.HispanicOutlook.com • 29
TARGETING HIGHER EDUCATION
THE LAW:
A Career Opportunity for Hispanics? Written by Gustavo A. Mellander
I
’ll answer the question posed. It is a resounding yes! Yes, because it can be a noble satisfying experience for individuals, and we need more Hispanic lawyers. Lawyers have not always been revered in the Hispanic community whether they were Hispanic or not. But that experience is not unique to Hispanics. In one of Shakespeare’s plays, he wrote after the revolution “the first thing we’ll do is kill all the lawyers.” Jokes and snide remarks abound about lawyers. Four examples: What do you have when you have ten lawyers buried up to their necks in sand? . . . Not enough sand! What do you call 100 lawyers chained together at the bottom of the ocean? . . . A good start. How do you know when a lawyer is lying? . . . His lips are moving. What do you get when you run an “honest lawyer” contest? . . . No winners. Obviously that’s not fair, but it reflects widely held perceptions. Young lawyers can change that. Hispanic lawyers: The Past Lawyers were usually feared as 30 • December 14, 2015
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Hispanics grew up. Most were Anglos; not at all sympathetic and they represented the law, the landlord or some other powerful figure that wanted to “take advantage” of Hispanics. But there were exceptions – usually Hispanic lawyers who helped them through the maze. The present and the future Hispanic lawyers in the past had some difficulty being accepted. Some suggest it was a classic disconnect; the establishment versus the newcomers. Today, Hispanics (54 million strong) comprise 18 percent of the population but only four percent of its lawyers. That’s a real disconnect. It’s bad for Hispanics as a group, but it provides significant raging opportunities for a new wave of Hispanic lawyers. Their unique attributes are needed by millions. In her book “Everyday Injustice: Latino Professionals and Racism” Maria Chávez, a lawyer, highlights negative stereotypes and examples of discrimination that she culled from over 100 Hispanic/Latino lawyer interviews. A few poignant insights: Stereotypes are common in the
legal profession. Many people mistake Hispanic lawyers to be “a clerk or bailiff or interpreter.” It is “difficult to do jury trials because majority of jurors are retired white people.” “Anglo clients rarely contact me, but Latino clients constantly do.” “I was not considered a good ‘mix’ for certain firms; looked upon as unqualified.” A compelling theme that emerged from the survey was that Latino lawyers needed to be “10 times better” than their non-Latino counterparts. Maria Chávez has contributed to our knowledge by highlighting these facts. Although accurate, they represent a different generation. Further, Hispanic lawyers were not the only profession who had to face prejudice. Women have from time immemorial. Future Hispanic lawyers, thanks to the successes of previous ones, will face less discrimination and far more acceptance. Today, many firms seek them out for they bring unique assets to the firm. Where to start? I suggest more Hispanics consid-
TARGETING HIGHER EDUCATION er law, which prompts the real question: where and when to start? First, start early, in high school, if not earlier. Study as many facets as possible. For example, what do lawyers really do? Which baccalaureate programs are recommended? Which law schools have the highest number of graduates passing the Bar exam and the best placement record? And which law schools provide the most financial aid? I repeat, most of all acquire a clear detailed understanding of the profession itself. What do lawyers do day in and day out? Forget Perry Mason. Interview many lawyers. Try to intern with them even while you’re in high school. Explore several specialties which might interest you. Reliable sources Research extensively. Luckily reliable information exists. I recommend three sources that can provide important answers. HNBA The first is the Hispanic National Bar Association or the HNBA. Headquartered in Washington, D.C. and founded in 1972, it helps those in the legal professions and facilitates education for all - including law students. The HNBA supports ongoing middle school and high school programs to encourage students to attend college and law school. They also host Summer Law Camps for high school students. They sponsor several law school scholarships and the nation’s largest
legal Career Fair serving Hispanic law students. They also host an Annual Youth Symposium to introduce high school students to legal careers and law students to mentoring and internship opportunities. Further, their Latina Commission, created in 2008, is the only national group focused exclusively on removing barriers for Latinas in the legal profession. In short, the HNBA is by far the very best source for information for any Hispanic considering law as a career. Further information is available at www.hnba.com or by contacting the HNBA at 202-223-4777 or info@hnba.com. Show me the Money!! Attending Law School is expensive. Tuition is very high, and the cost of textbooks is obscene. Three years going full time with homework that must be completed every day makes it difficult to work as well. Students can attend part-time; it’ll take four years. And you best work for a sympathetic law firm because others won’t understand the pressures you are under. So try to secure a scholarship. Where? First, study HNBA opportunities listed above. Then investigate my second suggestion: A Scholarship Website – http://www. fastweb.com. It is a lodestone of detailed information with numerous scholarship sites and opportunities. Setting the Bar Third, I refer you to the Grand Daddy of them all: The American
Bar Association, www.americanbar. org It has far more information than you’ll ever need. But study their website carefully and connect with them. They too have scholarships, useful data on how to prepare and survive, law school attrition rates and employment placement records. Good information to have up front! Bottom line The Law can be a noble, satisfying profession, if you are compatible and motivated. So research the profession for yourself carefully before you decide. There are numerous and diverse opportunities that might interest you. Talk to lawyers and intern in their offices. Again, the Hispanic pool is enormous, 54 million. There are another 300 million plus in the nation who need quality assistance. More opportunities and organizations exist to help Hispanics succeed than ever before. Learn about them and take the next step! •
Dr. Mellander was a university dean for 15 years and a college president for 20. www.HispanicOutlook.com • 31
25 YEARS serving the unique needs of the Hispanic community in higher education The Hispanic Outlook in Higher Education Magazine www.hispanicoutlook.com info@hispanicoutlook.com (201) 587 8800 Image licensed by Ingram Image
Education
The University of South Florida System is a high-impact, global research system dedicated to student success. The USF System includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separately accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.
“CULTURAL COMPETENCE...” Welcoming
Administrative and Executive Positions: Director (Advancement) (College of Business) Sr. Director of Development (Byrd Alzheimer’s Institute) Communications & Marketing Officer Alumni Officer Assistant Director (Multicultural Affairs) Clinical Informatics Specialist
Director of Web Video Content (Intercollegiate Athletics) Director of Student Outreach and Support (Student Affairs) HR Director Research Compliance Administrator Development Officer (Diversity Initiatives)
Faculty Positions: College of Public Health Assistant, Associate, Full Professor (Health Policy Management) Assistant/Associate Professor (Global Health) (2) College of Arts & Sciences Open Rank Faculty (Cryptography) AP of Graphic Design (Verbal & Visual Arts) (USF St. Petersburg) Professor/Associate Professor (Health Economics) Associate Professor Assistant Professor (Classics) Assistant Professor (Digital Science)
Assistant Dean (Teaching Innovation & Quality Enhancement) Assistant Professor (Community & Family Health) Assistant Professor (Psychology) (USF St. Petersburg) Assistant Professor (Psychology) Assistant Professor (Graphic Design) Assistant Professor (Functional Materials Chemistry) Instructor (Spanish/Language Pedagogy (French)) Assistant Professor (Forensic Anthropology)
Community Diversity Regard
Oakton serves the near northern suburbs of Chicago with campuses in Des Plaines and Skokie.
Respect
College of Behavioral Community Sciences Assistant/Associate Professor (Speech-Language Associate Professor (Rehabilitation Counseling) Pathology) Postdoctoral Research Fellow College of Education Instructor (Elementary Education) (2)
Instructor of Statistics/Math (Biological Sci) (USF St. Petersburg)
College of Business Assistant Professor (Marketing)
Oakton Community College employs individuals who respect, are eager to learn about, and have a willingness to accept the many ways of viewing the world.
Inclusion
Individuals with a commitment to working in a culturally competent environment and who reflect the increasing diversity of Oakton’s student body and community are sought to fill the following faculty openings:
• Anthropology and Sociology (dual appointment) • Biology
• Computer Information Systems 63208 Hispanic Oakton Community College 3.62” x 9.75” Helen Aleksandra
Honors College Instructor I
ESROCK RECRUITMENT ADVERTISING
College of Medicine Advanced Registered Nurse Prac Clinical Director Assistant Professor (Pediatric Pulmonology) Human Services Practitioner Nurse/Researcher – Cardiovascular Sciences
Assistant Professor (General Academic Pediatrics) Medical Director Assistant Professor (Physician Assistant) Registered Dietician
Information Technologies Assistant Professor (Information Technology) (USF Sarasota-Manatee)
College of Engineering Associate/Assistant/Full Professor (Cybersecurity CoE)
Sensitivity
• Mathematics
Awareness
Sr. Systems Administrator
Insertion Order Newspaper Client Dimensions A.E. Artist
College of Pharmacy Postdoctoral Scholar Research (Pharm Sciences)
For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373; or (3) call USF job line at 813.974.2879. USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment.
• Computer Information Systems and Computer Networking and Systems (dual appointment)
Listening
To learn more about these positions, full consideration deadlines, and to complete an online application, visit our Web site at:
www.oakton.edu Click on “employment”
Experiences Oakton Community College is an equal opportunity employer. www.HispanicOutlook.com • 33
WWW.K1 2 H ISPAN IC OU T L OOK.C OM /SPAIN - PROGRAM su m m e r i n m a d r i d @h i sp a n i co u tl o o k.co m
DEAN COLLEGE OF LIBERAL ARTS Texas A&M University-Corpus Christi (TAMU-CC) is conducting a national search for the next Dean of the College of Liberal Arts. 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. 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 January 12, 2016. For a complete position description, please visit the Current Opportunities page at https://www.parkersearch.com/tamucc-deanliberalarts. Ryan Crawford, Principal Kassi Lee, Associate rcrawford@parkersearch.com || klee@parkersearch.com Phone: 512-838-6947 || Fax: 770-804-1917
Texas A&M University-Corpus Christi is an Equal Opportunity / Affirmative Action / Veterans / Disability Employer.
STUDY OVERSEAS IN
MADRID
Summer Program for Jr. & Sr. High School Students Spanish Conversation and more in Madrid, Spain
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Hispanic Outlook 1/4 page Issue 12-14-15 FACULTY SEARCH Rutgers University–Camden is the southern campus of Rutgers, The Deadline 12-7-15 State University of New Jersey. It is located in a dynamic urban area, just across the Delaware River from downtown Philadelphia. The campus includes undergraduate and graduate Arts and Sciences programs, a School of Business, a School of Law, and a School of Nursing. English/Creative Writing Assistant Professor of Poetry and Creative Non-Fiction (full-time, tenure track) For specific information about the position, including qualifications and deadlines, see our website at: http://fas.camden.rutgers.edu/faculty-research/fas-job-searches. Rutgers, the State University of New Jersey, is an Equal Opportunity / Affirmative Action Employer. Qualified applicants will be considered for employment without regard to race, creed, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, genetic information, protected veteran status, military service or any other category protected by law. As an institution, we value diversity of background and opinion, and prohibit discrimination or harassment on the basis of any legally protected class in the areas of hiring, recruitment, promotion, transfer, demotion, training, compensation, pay, fringe benefits, layoff, termination or any other terms and conditions of employment. 34 • October 26, 2015
PRESIDENT The Board of Trustees of Western Washington University (Western) invites nominations and applications for a visionary and courageous leader as the next President. The University is seeking experienced applicants with a passion for promoting Western’s excellence in public higher education for the benefit of the local community, the State of Washington and beyond. Western provides an active student-centered learning environment with a liberal arts and sciences foundation and robust co-curricular, internship, research, creative, and service learning opportunities. There is a shared vision that Western will be a higher education leader in a culturally responsive 21st century learning environment, applying its critical strengths to societal issues as well as creating a welcoming community for a diversity of people, ideas, and programs. Western’s main campus is located in Bellingham, Washington, a city of 83,580 90 miles from Seattle, Washington and 55 miles from Vancouver, British Columbia, in the foothills of the Cascade Mountains. With an enrollment of more than 15,000 students at the Bellingham campus and seven other Puget Sound locations, Western is the third largest university in the state. For more information about the nature of this opportunity including the full leadership profile and application requirements, please visit: www.wwu.edu/presidentialsearch. For best consideration, applications and materials should be received by January 20, 2016. Greenwood/Asher & Associates, Inc. is assisting Western Washington University in the search. Confidential inquiries, nominations, and application materials should be directed to Jan Greenwood at jangreenwood@greenwoodsearch.com and Christine Channing at christinechanning@greenwoodsearch.com.
MATERNAL FETAL MEDICINE SPECIALIST The Children’s Hospital of Philadelphia and the Department of Surgery at the Perelman School of Medicine at the University of Pennsylvania seek candidates for several Assistant or Associate Professor positions in the non-tenure academic-clinician track. Rank will be commensurate with experience. The successful applicant will have experience in the field of obstetrics & gynecology and maternal fetal medicine with a focus on prenatal diagnosis and fetal therapy. Responsibilities include clinical work centering on prenatal diagnosis and counseling, fetal surgical interventions and the management and delivery of pregnancies complicated by congenital anomalies, with the opportunity for teaching residents, fellows and medical students. Research is not required for AC-track positions. Applicants must have an M.D. or equivalent degree. They must also be certified by the American Board of Obstetrics and Gynecology or hold equivalent certification. This position will be housed in the Center for Fetal Diagnosis and Treatment, administered by the Department of Surgery at the Children’s Hospital of Philadelphia. We are recognized as a world class fetal diagnosis & treatment center and a pioneer in the development of new fetal and therapeutic procedures.
We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania and The Children’s Hospital of Philadelphia are EOEs. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4127
PLASTIC & RECONSTRUCTIVE SURGEON The Department of Surgery at the Perelman School of Medicine at the University of Pennsylvania seeks candidates for several Assistant or Associate Professor positions in either the non-tenure clinician-educator track or the non-tenure academic-clinician track. Track and rank will be commensurate with experience. The successful applicant will have experience in the field of plastic and reconstructive surgery. Responsibilities include building a clinical practice in the full spectrum of plastic surgery; teaching of medical students and plastic surgery residents; and, for a CE-track position, pursuing clinical and translational research related to plastic and reconstructive surgery. Applicants must have an M.D. or M.D./Ph.D. or equivalent degree. While evidence of scholarship is required in the clinician-educator track, research is not required in the academic clinician track. They must also be certified by the American Board of Plastic Surgery or eligible for such certification.
The successful candidate will become a member of the Division of Plastic Surgery and will pursue a practice housed both at one of the main hospitals of the University of Pennsylvania Health System and at satellite locations in Pennsylvania and New Jersey. Applicants who have completed a fellowship in a plastic surgery subspecialty will be preferred. One of the recruited positions will have an additional teaching role, supported by the medical school, centered on diversity training and outreach; candidates with special skills or training in this area will also be preferred. We seek candidates who embrace and reflect diversity in the broadest sense. The University of Pennsylvania is an EOE. Minorities/Women/Individuals with disabilities/Protected Veterans are encouraged to apply. Apply for this position online at: https://www.med.upenn.edu/apps/faculty_ad/index.php/g336/d4150
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