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Inequality at Four-Year Colleges Texas Consortium Helps Latino Males

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According to Matthew 26:11, Jesus said: “The poor you willalways have with you but you will not always have me.” He also said in Deuteronomy 15:11, “For there will never

cease to be poor in the land. Therefore I command you say-ing you shall open wide your hand to your brother, to theneedy and the poor in your land.”

Fast Forward – way forward – to President Lyndon B.Johnson in his first State of the Union message in 1964, andlike most politicians, he may have viewed himself as a latter-day savior but he wasn’t in the category of our Redeemer.

Nevertheless.“This administration here and now declares

war on poverty in America, The richest nationon earth can afford to win it. We cannot affordto lose it.”

Fifty years later, the war continues and it’shard to say if we’re winning or losing consider-ing the pile of money and rhetoric that has beenpoured into it.

Succeeding presidents have taken up thechallenge, all with mixed results.

President Nixon created his anti-povertyagency which lasted a little longer than he did.

With poverty still dancing all around him, anunenthused President Reagan famously said,“Inthe 60s, we waged a war on poverty and povertywon.”

President Clinton’s Personal Responsibilityand Work Opportunity Act of 1996 to “end wel-fare as we know it” didn’t do it.

Fifty years later, President Obama observedthe anniversary of Johnson’s declaration with-out ceremony and with an acknowledgment thatmaybe the Good Lord and the other gods wereright.

Struggling they may be, the poor are stillamong us in greater numbers as the presidentdeclared, and anti-poverty challenges may beturning out to be a bummer.

Or to paraphrase Alabama Gov. GeorgeWallace’s famous anti- civil rights declaration,we may have welfare yesterday, welfare todayand welfare forever.

“In the richest nation on earth, far too many children arestill born into poverty and far too few have a fair shot toescape it and Americans of all races and backgrounds experi-ence wages and incomes that aren’t rising, making it harder toshare in the opportunities a growing economy produces,”stated President Obama.

It sounds like an oblique suggestion that as dreadful as itseems, someone has to be poor and those poor individualswill always be amongst us.

Being poor is a relative sort of thing. Some people inAfrica or Latin America may still live in abject poverty but inthe U.S. it’s more of a societal comparison between the havesand have- nots that cuts across all segments of the Americanmosaic but more among the minorities.

A college kid can be living on an income below the povertyrate but actually be very comfortable thanks to parents andother sources.

Very few people in the U.S. actually starve to death but theydo go hungry due to the inability to afford food. Poverty ismore a source of deprivation, particularly among the neglect-

ed segments of our society.A valiant effort has been made in con-

fronting it as our leaders tell us although thefigures defy the commitment when there arestill a lot of poor folks suffering the pangs ofpoverty.

About 50 million Americans live below thepoverty line which the federal governmentdefined in 2013 as an annual income of$23,550 for a family of four.

Twenty six percent of Hispanics live belowthe poverty line compared to national averageof 14.3 percent. Cubans have the lowestpoverty levels at 16.2 percent and Dominicansthe highest at 28.8 percent.

The percentage of Latinos living in povertyis a mixed bag but it is among the highest, ifnot the highest when you include the numberof illegal residents.

Predictably and particularly in Washington,no one can agree on how to pursue this eter-nal battle of destitution.

Republican leader, Paul Ryan, says the poordon’t need more programs which adverselyaffect the poor. They need reforms.

“Despite trillions of dollars in spending, 47million Americans still live in poverty today.And the reason is simple: Poverty isn’t just aform of deprivation; it’s a form of isolation.”

About the Poor, Jesus Said

KALEIDOSCOPE

LATINO

KALEIDOSCOPE

LATINO

Carlos D. Conde, award-winning journalist and com-mentator, former Washington and foreign news correspon-dent, was an aide in the Nixon White House and worked onthe political campaigns of George Bush Sr. To reply to thiscolumn, contact [email protected].

LATINO KALEIDOSCOPE by Carlos D. Conde

4 H I S P A N I C O U T L O O K • 0 2 / 1 0 / 2 0 1 4

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MAGAZINE®

CONTENTS

FEBRUARY 10, 2014

Inequality Growing at Public Four-YearColleges by Angela Provitera McGlynn

8

Latino Education Conference Focuses onTeachers, Parents and STEM by Michelle Adam

American Dream Vanishing for Today’sFirst-Generation College Grads by Frank DiMaria

Bilingualism and Cultural Identidad asPathway to STEM by Paul Hoogeveen

Texas Consortium Launches Initiative toHelp Latino Males by Marilyn Gilroy

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DEPARTMENTS

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Article ContributorsFrank DiMaria, Paul Hoogeveen, Angela Provitera McGlynn,

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About the Poor, Jesus Said

Latino Kaleidoscope by Carlos D. Conde

Book Review by Mary Ann Cooper

Sagrado: A Photopoetics Across the ChicanoHomeland

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7

Interesting Reads 7

Priming the Pump... by Miquela Rivera

Disadvantage: Hispanics

Back Cover

Uncensored by Peggy Sands Orchowski 17

Targeting Higher EducationLanguage, Legal Obstacles and Hispanics in Americaby Gustavo A. Mellander

20

Scholars’ Corner by Nydia C. Sánchez 16


naction and fear are two of the most powerful negative forces in life, so it’s not surprising that thesetwo forces profoundly affect higher education in the United States. As we report in this issue of HO, Latino males have fallensignificantly behind in college enrollment and graduation rates. Research shows that fewer than two in five bachelor’sdegrees attained by Hispanics are earned by males. At the associate’s degree level, males earned only 37.5 percent of two-year degrees conferred on Hispanics as compared to 62.5 percent earned by females. That’s a classic example of inaction,not only on the part of the student, but also on the part of the student’s family and advisors in not motivating and educatinghim to make better choices. The good news is more attention is being paid to Latinos, especially in places like Texas wherea statewide initiative called “Texas Education Consortium for Male Students of Color” has been developed to encourage Texashigher education institutions to create “male-focused student programs” to increase the success of minority male students.In terms of fear, the economic downturn in the United States has created a sense of despair, especially among minorities,who are starting to believe the American Dream is out of reach for them. Also in this issue, we explore these fears in ourreport on Jennifer M. Silva’s new book Coming Up Short: Working-Class Adulthood in an Age of Uncertainty. The onething that dispels inaction and fear is enlightenment. The more informed we are and the more we impart that informationto others in each issue of HO, the less influence inaction and fear have in society. That continues to be our goal.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

I

you can follow us onwww.HispanicOutlook.com

Visit us online or download our free app for youriPad, iPhone or Android devices.

The Hispanic Outlook, with an elite targeted audience of academics on college campuses across America,has been serving the higher education community for 24 years. Focusing like a laser beam on Hispanics inhigher ed online and digitally, our exposure is now global.

F



Wetend to designate places of worshipor shrines to the dearly departed assacred places. Every place else is just

that – every place else. If you draw nothingmore from a book such as Sagrado: APhotopoetics Across the Chicano Homeland itis that there is spirituality and sacredness in anyplace where members of society, however fewthey might be, come together in a common task.

The term sagrado comes from the termun lugar sagrado, meaning a sacred place.Its existence where two or more are gatheredin the name of community is a testament to a Hispanic heritage thatseeks out ways to sanctify even the most ordinary tasks to give themmeaning and to draw strength from the sense of belonging and com-munity they foster. The poetic images found in this book will stay withyou long after you finish reading it. One of the book’s biggest fans isRudolfo Anaya, author of Bless Me, Ultima. He offered high praise forthe authors. “Sagrado’s three talented artists represent the best in con-temporary Chicano poetry, art and history. One of the most importantbooks I've read recently.”And Anaya isn’t alone in his accolades.Author Sandra Cisneros sums up Sagrado perfectly noting “Thesepoems are photos, these photos are poems.”

As powerful as the writing is, it is the collection of photos that aretouching and inspiring, but also haunting at the same time. Hispanicsare seen in all walks of life. We see them everywhere and anywhere.They can be seen at a charro arena behind a rock quarry, on the pil-grimage trail to Chimayó, a curandero’s shrine in South Texas, or at abinational Mass along the border. The thing about these sagrados is thatthey have no agenda. Through the photos, prose and poems the sagra-dos in this books are moments frozen in time which take readers in ajourney across the Chicano Southwest. It exposes life the way it is andcelebrates a people undaunted by circumstance or the upheaval andchanges they face regularly. The portrait painted of the people on thepages of this book is one of resignation, but at the same time, determi-nation. They seem at times weary and at other times hopeful. It’s clearthat the bond that unites them is a community that is ever-evolving andadapting while remaining loyal and true to their close-knit society.

The authors of Sagrado are Spencer R. Herrera, who is an associateprofessor of Spanish at New Mexico State University; Robert Kaiser whois a freelance photographer in Las Cruces, N.M.; and Levi Romero,native of Embudo, N.M., who is author of two collections of poetry, APoetry of Remembrance: New and Rejected Works (2008) and In theGathering of Silence(1996). Romero was awarded the honorary postof New Mexico Centennial Poet Laureate in 2012. His cultural stud-ies work focuses on cultural landscapes and sustainable build-ing methodologies of northern New Mexico. He teachesin the Chicana and Chicano studies program at theUniversity of New Mexico.

Reviewed by Mary Ann Cooper

Sagrado: A Photopoetics Acrossthe Chicano Homelandby Spencer R. Herrera, Robert Kaiser and Levi Romero2013. 160 pp, University of New Mexico Press, ISBN: 978-0826353542. $29.95.

Interesting Reads

Memories of a Ballplayer: Bill Werber and Baseball inthe 1930s

by Bill Werber and C. Paul Rogers III

Bill Werber’s claim to fame was unique: he had adirect connection to the 1927 Yankees’ “Murderers’Row,” a team hailed by many as the best of all time.Werber played with or against some of the mostproductive hitters of all time, including Babe Ruth,Ted Williams, Lou Gehrig, and Joe DiMaggio. Rich

in anecdotes and humor, Memories of a Ballplayer is a clear-eyed memoir of the world of big-league baseball in the 1930s.

2000. 250 pp. ISBN: 978-0910137843. $14.95 paper.Society for American Baseball Research, Phoenix, Ariz.,(800) 969-7227, www.sabr.org

Tejano Empire: Life on the South Texas Ranchosby Dr. Andres Tijerina (Author), Ricardo M. Beasley

(Illustrator), Servando G. Hinojosa (Illustrator)

Texans of Mexican descent built a unique andhighly developed ranching culture that thrived inSouth Texas until the 1880s. In Tejano Empire his-torian Andrés Tijerina describes the major elementsthat gave the Tejano ranch community its identity.After the introduction’s historical overview of the

region, the chapters address specific elements of the lives peo-ple led in the Rio Grande Valley and South Texas: work ways andtools, housing and ranch layouts, family networks and authoritypatterns, education and the arts, religion and daily prayer.

2008. 192 pp. ISBN: 978-1603440516. $19.95 paper.Texas A&M University Press, Galveston, Texas, (979) 845-1436. www.tamu.edu/upress.

Never Fade Away by William Hart

At a state university in mid-1980s Los Angeles,freshman English routinely turns ethnic minorityand immigrant students into ex-students – untilan untenured instructor bucks the system. Harttakes on a relationship between a student and ateacher, which begins when a Vietnamese student

signs up for an ESL language course taught by a Vietnam vetwith a negative outlook on life. Stories of her life, dovetailingwith his own experiences in the war, change his life.

2002. 208 pp. ISBN: 978-1564743862. $12.95 paper.Daniel & Daniel Publishers, McKinleyville, Calif., (707) 839-3495; www.danielpublishing.com/

http://www.sabr.org

http://www.tamu.edu/upress

http://www.danielpublishing.com

by Angela Provitera McGlynn

Weknow that private elite institu-tions are mostly inaccessibleto low-income students, and

to a slightly lesser degree, minority stu-dents – and that has been their history.In the Georgetown University Center onEducation and the Workforce publica-tion titled, Separate and Unequal: HowHigher Education ReinforcesIntergenerational Reproduction ofWhite Racial Privilege, AnthonyCarnevale and Jeff Strohl describe thepolarization found in higher education.

Essentially, the data showed thatHispanic and black students were great-ly underrepresented according to theirshare in the college-age population inAmerica’s top 468 schools.

Carnevale and Strohl say that top schoolgraduates, predominantly white, havemuch better chances of attending graduateschool and having better economic out-comes. They say that Hispanic and blackstudents are much more likely to enroll inovercrowded, underfunded, open-accesscommunity colleges where the graduationrates are extremely low with more stu-dents leaving with a certificate or an asso-ciate’s degree if any credential, with fewtransferring to four-year institutions, fewgoing on to graduate school, and needlessto say, few unlikely to reap the economicbenefits of their more elite cohort.

This data is not all that surprisingsince we know that the most elite col-leges are very costly and spend theirresources on the best and the brightest– translation, the best prepared studentsby virtue of their socioeconomic status.The lack of economic diversity amongelite institutions is old news. It is dis-heartening to note that the strongestimpact on SAT scores is the socioeco-nomic status of students’ families.

What is somewhat surprising and verydistressing is that four-year public col-

leges, the traditional haven for middle-class and poorer students, are moving inthe same direction as elite institutions.Concern for their rankings and short-fallfunding from their states have pushedthese institutions toward offering schol-arship money to wealthier studentsrather than to needier students.

The Chronicle of Higher Educationin conjunction with ProPublica has

published an article entitled, “The Questby Public Colleges for Revenue andPrestige Squeezes Needy Students.”Public universities, which enroll farmore students than elite private col-leges, have shifted their priorities andfunding away from low-income students.

From 1996 through 2012, the past 16years, public colleges and universitieshave been given a declining portion ofgrants, measured by both number ofgrants and dollar amounts, to studentsin the lowest quartile of family incomedespite the recession beginning in 2008which hit this demographic the hardest.

State colleges and universities havealways offered the most affordable edu-cations other than two-year communitycolleges. When these four-year institu-tions raise their tuitions, as many havehad to do because of underfunding bystates, if they don’t offer financial aid tolow-income students, those studentsmight be “squeezed out” of higher edu-cation entirely. And this decline in stu-

dent aid for the needy corresponds withthe growing numbers of students in thelow-income bracket.

Analyzing Pell Grant data, Thomas G.Mortenson, a senior scholar at the non-profit Pell Institute for the Study ofOpportunity in Higher Education, foundthat over two decades, four-year stateinstitutions have been educating ashrinking portion of the nation’s lowest-income students. Those students haveincreasingly fallen to the nation’s vastlyunderfunded community colleges and tothe controversial for-profit colleges.

Community College Week recently

REPORTS


THE DECLINE IN GRANTS TO LOW-INCOME STUDENTSPortion of institutional grants given to students in the lowest and highest income quartiles.

Students in the lowest quartile of incomeStudents in the highest quartile of income

34%

16%

30%

19%

29%

19%

26%

22%25%

23%

1996 2000 2004 2008 2012

Source: ProPublica analysis of data from the U.S. Department of Education National Postsecondary Student Aid Study

Inequality Growing at PublicFour-Year Colleges

showed a table of Pell Grants based on theCongressional Budget Office that supportsMortenson’s findings. Showing the trendfrom the 2008-09 academic year to the2012-13 academic year, after a period ofrapid growth in Pell grants, the last twoyears have shown a slow-down.

With shrinking federal Pell Grantmoney and four-year public collegesoffering more money to wealthier stu-dents, the gap between the haves and thehave-nots can only grow.

The motivations of four-year publiccolleges to go in this direction are multi-faceted. Some college officials defendthe policy of attracting more studentswith monetary resources saying they willhave more revenue to offer needy stu-dents. That might be part of the picture.However, Dean Donald E. Heller ofMichigan State University’s College ofEducation said in The Chronicle ofHigher Education, “But I don’t thinkthat’s really the motivating behavior formany institutions. The more dominantmotivating behavior is interest in high-achieving students, which will help themwith their institutional prestige.”

So the two predominant motivationsare that some institutions are trying toraise their academic images and otherpublic colleges are trying to raise rev-enue – and many institutions are tryingto accomplish both goals. To reachtheir goals, colleges offer aid to wealthi-er students, particularly out-of-state stu-dents who will have to pay higher tuitionor they offer aid to high-achieving stu-dents to boost their rankings.

Modeling after private college prac-tices, public colleges are engaging inwhat has been called “financial-aidleveraging.” The Chronicle-ProPublicaarticle explains the process this way:Instead of offering a needy student asum of $12,000 which will be the onlypackage that will allow that student toattend the college, the institution dividesthe money among four students, offeringeach $3,000. These students are lessfinancially needy but each provide high-er SAT scores and more tuition dollarsthan the needier student would have.

Now the college has more revenueand can go up in the college-rankingsystem so as to attract other wealthierand high test score students, and thereis an additional benefit. They have now

enhanced the probability that those stu-dents they have accepted will graduateand graduation rates are increasinglybeing used as accountability for funding.

Anthony Carnevale points to theaccountability movement, an effort bystates to reform higher education bylinking funding for public colleges tostudent outcomes and graduation rates,as one of the factors driving colleges toadmit high-achieving wealthier students.

The federal government is followingsuit hoping to tie funding to academicperformance measures. Carnevale saysthat unless policymakers create incentivesto enroll and support underserved popu-lations of students, colleges could be dri-ven further away from educating low-

income and minority college students. This financial-aid leveraging practice is

so widespread it can be found in manyinstitutions’ strategic planning documentswhere they state as a goal “becomingmore selective each year and aligningfinancial aid to better attract top students.”

It is understandable that many publicinstitutions are scrambling for resources asstates continue to cut funds for higher edu-cation. It is also reasonable to expect col-leges to fulfill their missions not only pro-viding access to college but also promotingquality educations for their students andincreasing graduation rates. Accountabilitydoes have a role to play in funding.

However, the trend discussed in theChronicle-ProPublica analysis is helpingto promote an already inequitable highereducation system. In the past, higher edu-cation was a stepping stone for upwardmobility, part of the American Dream.Although where one starts in life, whetherborn into a lower-class family or a middle-class, upper-middle class, or wealthy fami-ly, has always promoted or constrainedopportunity, at least getting a collegedegree once meant there was greaterpotential for success and movement.

If public four-year colleges and univer-sities continue to become elitist institu-tions interested in educating only thoseborn into privilege, it does more thanadversely affect the poor. As a nation, we

will not thrive in a global economy wherethe fastest growing demographic groupsare low-income young people comingfrom predominantly Hispanic andAfrican-American backgrounds who arebeing left behind by a society not investedin their academic and career success.

Angela Provitera McGlynn, ProfessorEmeritus of Psychology, is an interna-tional consultant/presenter on teach-ing, learning, and diversity issues andthe author of several related books.


Public universities, which enroll far more students

than elite private colleges, have shifted their priorities

and funding away from low-income students.

by Michelle Adam

While some might hold the impression that Hispanics – andespecially those new to the U.S. – don’t come with strongeducational values or a firm educational background, The

Latino Institute, Inc., knows that this is often far from true. For thepast 10 years, this advocacy group has invited educators andLatino parents to conferences where they are exposed to whoLatinos truly are and their possibilities for success in education.

Last October, the institute held its 10th annual LatinoEducation Conference in Newark, N.J., with a specific focus onLatinos and Science, Technology, Engineering, andMathematics disciplines (STEM). More than 700 Latino par-ents and about 300 teachers, in addition to other school per-sonnel and college students from northern and north centralNew Jersey, attended the event.

“There has been a lot of negative focus on our children,and children in general regarding the STEM fields. But I thinkis it important for our parents and teachers to set the tone andinstill in their children that they are ready for STEM – to helpthem feel more comfortable so we can produce moreresearchers, scientists, and engineers,” said Carmen Torres,vice president of The Latino Institute. “Math and science seemto be subjects that many of our children fear, but not becausethey can’t do it. Sometimes it can be because of the culturalbarriers or because the teachers are stern.”

The battle to improve the number of students, and especiallyminority students, in STEM fields is being waged across thecountry – and with its annual conference, the institute put its“drop in the bucket” toward this effort. As they have in the past,members of the institute used this event to develop pathways to

educators so they can more effectively work with Hispanic chil-dren in the classroom, and reached out to Latino parents,teaching them how to better advocate for their children.

On the first day of the conference about 300 teachers and edu-cation professionals participated in a full day of events designedspecifically for them. The keynote speaker, Dr. Charles Mitchel,addressed the educators in a motivational speech on “Teachingand Leading in the Turbulent Times: A Call to go Deeper.” As asso-ciate dean and executive director of the Academy of Urban SchoolTransformation and the Institute for International Schools atSeton Hall University, Mitchel inspired teachers to rise up to thechallenge and not give up when confronted with urban teachingenvironments that have become more and more difficult forLatino students, or any students, to succeed in.

“We try to give teachers who are not of Latino backgroundsa sense of who their Latino students are culturally so they canhave more success with them in the classroom,” said Torres.

Teachers also were invited to take part in one of two masterworkshops, including a three-hour workshop session with Dr.Juán A. Aparicio, Aida Margarita Hernández, and Viviana vanVliet of the Museo de Arte de Ponce of Puerto Rico. The work-shop facilitators demonstrated how to teach math and sciencethrough the arts. The class gave instructors a taste of a 12-dayprogram hosted by the institute every summer in Puerto Rico.

In addition to this master class, educators learned from theNew Jersey Symphony Orchestra how music can aid in teachingmath to children. Several Puerto Rican professors presentedadditional workshops on high-stakes testing, and on producingrubrics for math and science classes. A Mexican delegationfrom Allianzas Educativas also talked to teachers about how theyhow they can help schools and communities improve teaching

CONFERENCES


Latino Education Conference Focuseson Teachers, Parents and STEM

in Mexico. Allianzas Educativas is a Mexican organization thathelps improve education there by the coordinating efforts ofbusiness, universities, and social and government organizations.

The second day of the institute’s conference was dedicated toeducating parents, of which more than 700 attended. The institutebegan focusing on parents 10 years ago when it held its first con-ference and drew about 2,000 parents who received informationon New Jersey’s Abbott Ruling, which provided monies to poorerurban schools that previously were receiving low funding.

“People tend to think that new Latino arrivals to the U.S.come without much education, but this is often quite theopposite. We have an array of parents who have degrees fromtheir countries, but their languages or other issues keep themfrom participating in this community,” said Torres. “That wasa belief we had to break down, and we wanted to achieve thatby bringing everyone under one roof.”

The most recent conference drew a smaller number of parents,mostly due to budget constraints, who participated in workshopsdesigned to explain and empower their parental roles. Theyattended the second of two master workshops on the emergentbilingual child and later academic success, taught by Dr. ElizabethIjalba from Queens College of the City University of New York.

“Parents often ask us if learning two languages is confusingfor their children. They express this concern after their chil-dren go to pre-school and begin to learn English,” said

Torres. “This workshop looked at what to consider when rais-ing a bilingual child, on the benefits of bilingualism, and onhow to implement bilingualism at an early age.”

Keynote Speaker Juán Cartagena, president and generalcounsel of Latino Justice, PRLDEF, also gave an inspiring speechon his own mother’s involvement in his education. He sharedhow he was able to succeed because of her input, despite thefact that she didn’t come from a highly-educated background.

Workshops also were held on cyber-bullying; the impact ofpoor structural issues in schools on their children’s educa-tion; Mexico’s education system and the successes AllianzasEducativas has achieved there; and the pluses and minuses ofhigh-stakes testing; and about high school summer medicalenrichment programs available at the University of Medicine

and Dentistry of New Jersey (UMDNJ). This last workshop was presented by college medical students

from the university who are also a part of the institute’s LatinoScholar’s program. Currently, about 150 students participate in theprogram, which supports outstanding college sophomores, juniors,and seniors who are planning to enter graduate or professionalschools. The program provides mentoring, advice, networkingopportunities and limited financial support for the scholars.

“These students come back and share what they are doingwith those at the conference,” said Torres. “It is a big circle.”

College students receiving support from the Latino Instituteprovide guidance to parents and students at their conferences,and hopefully the success of each year’s gathering extends farbeyond that specific year and creates a stronger Latino commu-nity that grows with the successful education of each individual.

“Each year is a tremendous success. For us, every time wedo this we receive a lot of feedback on what people havelearned. And now we have people calling us to find out whenthe next event is,” said Torres. “People here have a sense ofcamaraderie and end up collaborating on efforts to improvetheir school communities. This gives me a sense that this hasbeen successful.”


American Dream Vanishing for Today’s

First-Generation College Gradsby Frank DiMaria

Young Americans have been hit hard by six years of aneconomic downturn, a downturn that is causing a genera-tion to lose the financial stability hard-won by their par-

ents and grandparents before them and see their AmericanDream slip away.

Dr. Jennifer M. Silva, postdoctoral fellow at The SaguaroSeminar: Civic Engagement in America at Harvard University,interviewed several recent college graduates to gauge theirfeelings about their station in American society and to examinetheir expectations for the future. She tracked down young menand women from working-class families who are trying to

“grow up,” meaning they are searching for stable jobs, lookingto move out of their parents’ houses and are starting their ownfamilies. She went to service sector workplaces, military bases,colleges and traditional blue-collar workplaces in Lowell,Mass., and Richmond, Va. She asked these young Americans,whose parents did not earn college degrees: “What is it like togrow up today and what stands in your way?”

When she completed the interviews she published her find-ings in a book called Coming Up Short: Working-ClassAdulthood in an Age of Uncertainty. She concluded thatyoung Americans face any number of obstacles preventingthem from living stable, adult lives. For many recent collegegraduates, according to Silva, for many recent graduates com-ing of age is not just being delayed, it’s being fundamentallydismantled by drastic economic restructuring, profound cul-

tural transformations anddeepening social inequality.

Silva calls the family thesole safety net for youngAmericans and insists that it isup to the family to launchyoung men and women intothe future. “The young menand women I spoke withdidn’t have neighborhoods,communities or other net-works that could provide themwith support and guidance asthey attempted to figure outhow to get into college, whereto go and how to pay for it,”says Silva. “Their parents, who

didn’t have college degrees and were often economicallyunstable, also didn’t have the information they needed tomake good investments in their future.”

Wealthy parents with advanced degrees can call friends toget their children an internship or a job interview or can affordtuition for graduate school. Parents with only a high schooldiploma are themselves struggling in the job market and grow-ing increasingly insecure about their once stable jobs whileseeing their pensions and benefits erode. Without collegediplomas these parents don’t have the tools and knowledge tohelp their children navigate the new labor market, in which acollege diploma is vitally important. “Working-class youth

FINANCE


don’t have these supports. They are on their own,” says Silva. Each generation has its obstacles. But at least past genera-

tions had expectations of a “traditional adulthood,” says Silva.Individuals from these generations would graduate highschool at age18 and move out of their parent’s house. Menwould find a job and start supporting a family and womenwould take charge of the household and raise the children. Asit turns out these expectations never materialized for someindividuals of past generations either, as many baby boomershave struggled through tumultuous adulthoods.

“Growing up used to mean passing through a series of ritu-als – getting a good job, finding a partner, buying a home,becoming financially independent, having a family. But forworking-class kids today, stable blue collar jobs are harderand harder to find,” says Dr. Silva.

Many from working-class backgrounds might spend yearsin college, earn a degree but have no idea how to use thatdegree to get a good job. Most end up with crippling studentloan debt that precludes them from moving out on their ownand supporting themselves. This kind of economic insecuritymakes it difficult for recent college graduates to enter intoserious romantic relationships – after all, they can barely takecare of themselves.

Men and women today are more likely to remain unmarried;to live at home and stay in school for longer periods of time; todrift from job to job; to have children out of wedlock; todivorce; or not to have children at all. “Some of these changesare positive – but they have fundamentally changed what itmeans to grow up. I don’t think that the men and women Ispoke to will suddenly reach adulthood in a few years, becausethe stable jobs and relationships that underlie traditional adult-hood are gone,” says Silva. “Instability is here to stay.”

No matter the generation, growing up has never been easy,but it’s always been far more difficult for the working class.Past generations, however, have always had a set of economicand social institutions designed to support the transition toadulthood on which to rely. “For example, the availability ofblue-collar jobs that paid a family wage,” says Silva.

In past generations, Silva says, there was an expectationthat marriages should last forever. She acknowledges thatyoung people today have more freedom than the young of thepast. Women especially can pursue higher education, advancein professional careers, choose if and when to have childrenand leave abusive marriages. But that’s not the entire story.“Just as many social freedoms for young people have expand-ed, economic security – well-paid jobs, access to health insur-ance and pensions, and affordable education – have contract-ed for the working class. These youth have to figure out whatit means to be an adult in a world of disappearing jobs, soar-ing education costs, shrinking social support networks andfragile families,” she says.

Many of the young Americans Silva interviewed shared theirnostalgic, idealized view of what it means to be an adult, aview, surprisingly, not based on their parents or grandparentsexperiences. Some males said they visualize themselves grow-

ing old with a wife, sitting on a porch surrounded by whitepicket fences. Some women yearned to be taken care of bytheir future husbands and envisioned themselves barefoot andpregnant in the kitchen. These yearnings, Silva says, are theresult of their unstable lives.

This idealized view, says Silva, is a direct result of their anx-iety. Their daily lives are unstable, they’re constantly worryingif they will get enough hours at work to pay their bills, theywonder if they’ll have a place to stay and if their parents’ mar-riages will last. All of this is a huge burden on working-classyouth. “They have grown up shouldering so much economicand social uncertainty that they long for security, even if thatsecurity means giving up some of the freedoms they havegained,” says Silva.

To break from their working-class upbringing, many enrollin college, following a dream to better themselves througheducation. But all too often education, the one institutiondesigned to help them reach this goal, leaves them feelingpowerless. While middle-class children inherit the skills,resources, social networks and knowledge required to suc-ceed in a competitive, individualistic economy, working-classchildren do not possess those skills.

“They feel like they enter into a social contract where ifthey work hard, take the right classes and go to college, thenthey were promised a good life,” says Silva. “But over andover again, they experience betrayal within the sphere of high-er education. For many, the confusion surrounding financialaid and majors, combined with their debt and the challenge tobalance work and school and family, makes achieving theirgoals impossible. They don’t know how to navigate the systemeffectively. And for those who graduate without the knowledgeand connections to use their degrees, higher education feelslike a broken promise.”

Young working-class men and women need new definitionsof dignity and progress that do not reduce their coming of agecontent with insecurity and loss, Silva says in the book’s con-clusion. “The health and vibrancy of all our communitiesdepend on the creation and nurturance of notions of dignitythat foster connection and interdependence rather than hard-ened selves,” she writes.


Bilingualism

and Cultural

Identidad as Pathway to STEM

Bilingualism

and Cultural

Identidad as Pathway to STEMby Paul Hoogeveen

Anew bilingual-oriented education research project isunderway in the Anaheim City District in California. If suc-cessful, it might chart a new course in improving partici-

pation rates of bilingual Hispanics in science, technology,engineering, and mathematics (STEM) disciplines.

The project, called Transforming Academic and CulturalIdentidad through Biliteracy (TACIB), is spearheaded by Dr.Mark Ellis, associate professor of secondary education atCalifornia State University-Fullerton (CSUF0), and co-directedby CSUF colleagues Natalie Tran, Sam Behseta, and ArmandoM. Martínez-Cruz. Developed in partnership with the AnaheimUnion High School District (AUHSD), Orange Country’sDiscovery Science Center, and the California Association forBilingual Education as supporting partners, it will run for athree-year period, fueled by a recently awarded 1.5 milliondollar grant.

The project takes direct aim at the disparity between pro-jected job growth in STEM and low participation rates byHispanics in STEM programs at four-year colleges and univer-sities. The U.S. Department of Education projects a rise inSTEM job growth of nearly 34 percent by the year 2020. Only16 percent of high school seniors show aptitude and interestin STEM and just half of students in four-year institutions goon to work in a related career despite the United States invest-ing about $3 billion a year in STEM-related projects. ForHispanics, the rate is much lower: According to theDepartment of Education, only about 2 percent of Hispanicsearn a four-year degree in natural science or engineering bythe age of 24.

According to Ellis, AUHSD – not only a district with a largeHispanic population, but also one of the largest sites in whichCSUF places teacher candidates that re-working on their cre-dentials – was a natural choice for a project partnership.

“TACIB grew out of a conversation among folks involvedwith another NSF-funded project, Fullerton MathematicsTeaching Fellows and Master Teaching Fellows, involving CSUFand AUHSD,” said Ellis. “The conversation was about the dis-trict’s interest in providing more dual language(English/Spanish) course pathways for students coming from

Anaheim City School District’s dual immersion programs. Atthat time NSF had just released guidelines for the MathematicsScience Partnership grant program, and we decided to go forit.”

The primary goal of TACIB is to improve learning outcomesin STEM disciplines for fifth- through eighth-grade bilingualstudents in a predominantly Latino community, and to makethese improved outcomes sustainable. By stimulating greaterinterest and personal investment in science, math and tech-nology among these bilingual Hispanic students, their partici-pation rates in STEM at the post-secondary level shouldincrease.

Broadly speaking, the project seeks to rework STEM curric-ula and instructional approaches in a way that leverages thelinguistic, cultural and familial resources of bilingual Hispaniclearners; put in place teachers who have been specificallytrained for this project to teach STEM courses usingapproaches developed for the project; and evaluate the effec-tiveness of the project over time, both in terms of student aca-demic performance and their development of a STEM-relevantcultural identity. To achieve these aims, TACIB will focus onprofessional development of bilingual teachers, developmentof approaches to curriculum that capitalize on bilingual stu-dents’ cultural and familial backgrounds, and utilization ofexperimental analytical methodologies to gauge the success ofthe program over its initial three-year stretch (from 2013through 2016).

Primary aspects of teacher preparation will involve profes-sional development in strategies to implement Common CoreMathematics and Next Generation Science standards. Teachercandidates who are bilingual would also have the opportunityto earn bilingual authorization via a pair of courses offered byCSUF, and would be able to collaborate with math and sciencefaculty mentors. They would also participate in classroom vis-its, as well as roundtables to discuss the challenges of helpingstudents develop “habits of mind” in approaching STEM disci-plines.

In middle school classrooms, the pedagogical approachwill incorporate strategies reflective of new standards in math-

STEM INITIATIVES


ematics and science that are being implemented throughCalifornia. But pedagogy will also be specially tailored forTACIB in a number of ways.

“Promoting student discourse about mathematics and sci-ence will be central to these classrooms,” said Ellis. “Havingteachers who are trained in strategies of bilingual teaching,which stresses the importance of building academic languagealong with content knowledge, will be an asset the teachersbring to this effort. Another instructional strategy the teachersinvolved with this project will bring – and that the project willstrengthen – is their use of culture to promote STEM learning.This simply means teachers will use their knowledge of stu-dents’ culture to motivate them and support their learning.”

Also central to TACIB is theidea of fostering what the pro-ject directors call “Identidad.”As Ellis described it, priorresearch indicates that a highpercentage of students loseinterest in STEM disciplinesbeginning in middle schooland throughout high school.

“Thus,” said Ellis, “one ofour project’s primary goals isto reinforce and increase stu-dents’ identity toward STEMsuch that they are better ableto see themselves in STEM and,turning it around, able to seeSTEM within themselves andtheir culture and community.”

A primary way of fosteringIdentidad is to leverage bilin-gual Hispanic students’ cultur-al, familial, and communitybackgrounds. TACIB co-direc-tor Dr. Armando Martínez-Cruz, who was born andraised in Mexico City, provided both personal and academicperspectives on this idea.

“Both of my parents had a difficult childhood and receivedlittle education,” said Martínez-Cruz. “My dad completed ele-mentary school and my mom dropped out school in the mid-dle of second grade. Both however valued education andencouraged their kids to attend school. Their lack of familiar-ity with education made them believe that a bachelor’s degreewas the end of schooling. However, when I was in highschool, my classmates talked about graduate school and theirinterest in it. They had learned about it through their parentsor siblings. Later I had the opportunity to attend graduateschool at Ohio State.”

Martínez-Cruz, whose field is mathematics education, saidthat as a result of his background he has naturally been drawnto working with Latino students. Experiences like his are a keyexample of the need for development of Identidad.

“TACIB gives us the opportunity to talk to families in theproject in their own language – linguistically, culturally andsocially,” he continued. “Of particular importance is beingable to relate to them as coming to another culture, anotherlanguage and another set of social and school norms. At thesame time, it is important to respect, use and nurture theircultural and linguistic backgrounds. While education is a pri-ority for Latino families, many of them do not know how toencourage their kids to pursue it. TACIB will provide anopportunity to involve parents in school activities.”

According to Martínez-Cruz, one of the ways parents wouldbe involved will be through interviews regarding their use ofmathematics and science. These would be used to produce

“mini-clips” developed as openings for particular math or sci-ence lessons. Parents would also document their work activi-ties with photography and explain in the mini-clips how thephotographs demonstrate the use of mathematics and science.In these ways, he said, parents would actually be contributingto the curriculum development at the Anaheim schools.

At this point in time, TACIB is just barely getting off theground. After initial design of materials is completed, class-room implementation will begin in the 2014-15 academicyear, in grade seven only. In 2015-16, eighth-grade studentswill be included, with the oldest cohort of students participat-ing in the project entering high school when initial fundingends in 2016. But Ellis pointed out that classroom instructionis not the only point of contact with students in the project.

“We will begin after school STEM activities (led byDiscovery Science Center) in spring 2014 with fifth- and sixth-graders who are in a dual-immersion program now and, we


TACIB Co-Directors (l. to r.)- Dr. Natalie Tran, Dr. Sam Behseta, Dr. Mark Ellis, and Dr. Armando M. Martinez-Cruz

anticipate, will enter the dual language math/science pathwaywe’re creating for grade seven in fall 2014 (and seventh andeighth grades in 2015). The after school component will fol-low the students into grades seven and eight as we go intoyears two and three. This is also a way for us to involve fami-lies in STEM activities, as each semester Discovery ScienceCenter will work with the two districts to host family eventsthat include presentations by the students related to their afterschool program activities.”

Ellis and his team hope that TACIB, as a prototype, will ulti-mately provide a framework from which similar models canbe developed for other school districts with large bilingual

Latino populations. Before that can happen however, it will beimportant for them to obtain additional NSF funding for fullimplementation over a five-year time frame, so that the projectcan continue working with students and tracking their partici-pation rates in STEM disciplines into college.

Said Ellis: “This is, of course, just our intention, anddepends on not only our findings from the present study, butalso many other variables related to NSF funding which comesfrom Congress.”


Many Latina/o college students are first-generation college students. This meansthat many Latina/o parents are limited in the traditional ways of helping preparetheir children for college because they have not attended college themselves, andthey might speak a different language, or they are unfamiliar with the U.S. educa-tion system. Studies on familial influences on Latina/o high school students’ collegechoice and college students’ persistence and success tend to focus on the role ofparental involvement, parental aspirations, and parental motivations. Meanwhile,the influence of siblings, if studied, is rarely distinguished from the influence ofparents or is looked at from a deficit perspective (i.e., sibling caretaking as a pullfactor for college students).

My research examines the role of first-generation Latino/a college students ontheir siblings’ college choice, engagement, and success. As the first in my family togo to college and the oldest of five children who have each pursued a degree at myalma mater, my interest in exploring the role of siblings in the college experience offirst-generation Latina/o students comes from recognizing that my story is that ofmany Latinas/os, and it is a story that is being missed and overlooked in today’sresearch. Through my research, I intend to increase awareness of the various resources students, families, and communi-ties draw from to facilitate the educational success of Hispanics.

Participating in the 2013 American Association of Hispanics in Higher Education (AAHHE) Graduate Student FellowProgram allowed me to share my focused research agenda with a network of distinguished Latina/o faculty and graduatestudents across multiple disciplines. They understood my personal connection to my research, encouraged me, and provid-ed me with valuable insights on how to shape my broader research goals. As a doctoral student with hopes of joining theLatina/o professoriate, this opportunity for community and mentorship is crucial to my success in the field. The structure of

the program and the dialogue it facilitated fostered a sense of intimacy and allowed deep connections todevelop. Like me, many fellows, past and present, feel that they are part of the familia now, a famil-

ia that extends beyond the current cohort to those of the past and also to those of the future.

By Nydia C. SánchezPhD Student, University of North Texas, Robert B. Toulouse School of Graduate Studies, Higher Education

Program, 2013 American Association of Hispanics in Higher Education Graduate Fellow

Scholars’ Corner


by Peggy Sands Orchowski

FEMINIST ICON SAYS COLLEGE HAS BEEN OVERSOLD – Gloria Steinem, the icon of the women’s liberation movement in the late1960s and 70s, the founder of Ms. magazine and the Women’s Media Center, wowed an audience at the National Press Club inWashington, D.C., in November with her energy, ideas and yes, stunning good looks (she is 79 – born in 1934 – going on 39!). She alsoremains provocative. In answer to my question about if she regarded it as a “win, a good thing” that 60 percent-and-growing of collegestudents are female (and an even higher percentage for Hispanic and black females), she replied immediately: “It is not so much a prob-lem about men but a fact that college itself has been so oversold! Women should be able to have a wide range of jobs and equal salaries asmen in the workplace without having to go to college (and go into huge debt).” It’s a good point. New studies show that now increasingly,men are dropping out of college to work as apprentices, study part time at night, and get professional certificates, while women remain incollege, incur huge debt in majors that increasingly won’t enable them to pay back their debts if they even are able to land a job.

HISPANIC IMMIGRANT FAMILIES REMAIN RELATIVELY STRONG – In December the president switched from health care to anew/old focus on income equality in the United States (MSNBC) commentator Chuck Todd calls it his “deja pivot”). He emphasizesan increase in the minimum wage and more unemployment insurance. But a report by the department of sociology at Ohio State

University last September puts the onus for poverty and income gaps on another factor altogether – “balkanized”American families. “For all U.S. born children, living arrangement was a strong indicator of poverty,” the

report found. “Children are much less likely to live in poverty and instead more likely to benefit ineducation from family stability, increased parent time and higher economic resources,” the study

concludes. Among minorities, some 54 percent of Hispanic children were living in familieswith a married father and mother either both working (33 percent) or where only the

father worked (21 percent). Only 29 percent of black children lived in suchdual-income (24 percent) or single-income (5 percent) families. Similarly

9 percent of Hispanic children were living with their grandparentswhile 15 percent of black children did. “An overwhelming major-

ity of immigrants’ children, regardless of educational level,embrace marriage and eschew divorce, cohabitation

and remarriage after divorce,” the report con-cludes. “More children of immigrants live in

traditional male-bread-winning, female-homemaker types of families.” This speakswell for the continuing growth in educationalattainment for Hispanic kids.

HIGHER ED REAUTHORIZATION WILL DEPEND ON TWO LIT-TLE-KNOWNS – Two highly regarded, community college and Hispanic-oriented top officials in the U.S. Department of Education will be replaced bytwo relatively unknown educators who have fairly minimal experience in higher edu-cation. In 2014, the positions of undersecretary held by Martha Kanter – the first womanand former community college president to hold that post – and Assistant Secretary forPostsecondary Education Eduardo Ochoa (who actually left in 2012 but hasn’t been replaced) willbe filled by nominees Ted Mitchell and Erika Miller respectively. Mitchell was at one time the president ofObama’s alma mater Occidental College, but is now the CEO of NewSchools Venture Fund which focuses on K-12 education. Miller is vice president of The Education Trust which also mainly focuses on K-12. Neither of the posi-tions are policymaking, however, but rather implementation. And the reauthorization of the higher education act is goingto focus on a key aspect of K-12 reform: teacher education. Obama’s two nominees have superb backgrounds for that issue.

THE ONE UNIVERSAL WORD IN EVERY LANGUAGE – There is perhaps no greater challenge to globalization vs. national cul-ture than language. There are many words that are simply untranslatable from one culture to another – even between Western cul-tures. Words like Ojala! in Spanish and Schadenfreude in German come to mind. But what about words for modern tech devises,such as a mobile phone for instance? In German mobile phones could be called a “Digitalhandgehoffendemobiltelefonapparat.”Many Germans these days however shorten that to a “Handi.” Recently a team of Dutch linguists worked to find a universal wordused in all languages. “Mama” and “papa” were candidates. But the most common word in the world they found? It’s “Huh?”

Margaret (Peggy Sands) Orchowski was a reporter for AP South America and for the United Nations in Geneva,Switzerland. She earned a doctorate in international educational administration from the University of California-SantaBarbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and now is a freelance journal-ist and columnist covering Congress and higher education.

UNCENSORED

U N C E N S O R E D

Launches Initiative to Help Latino Malesby Marilyn Gilroy

Latino males have fallen significantly behind in collegeenrollment and graduation rates. Research shows thatfewer than two in five bachelor’s degrees attained by

Hispanics are earned by males. At the associate’s degree level,males earned only 37.5 percent of two-year degrees conferredon Hispanics as compared to 62.5 percent earned by females.As concerns about lagging educational outcomes for Latinomales have grown, several states are developing initiatives toimprove the success rates for minority males.

Texas, which has one of the largest Hispanic populations inthe nation, has launched the Texas Education Consortium forMale Students of Color, a new statewide network of school dis-tricts, community colleges and public universities. The consor-tium’s goal is to encourage Texas higher education institutionsto create “male-focused student programs” to increase thesuccess of minority male students. The effort will led by Dr.Victor Sáenz, associate professor in the department of educa-tional administration at the University of Texas at Austin whohas been instrumental in developing programs which usementors to help Latino males succeed.

“We’re committed to addressing the state policy imperativeto improve the educational outcomes for male students ofcolor,” Sáenz said.

States such as Ohio and Georgia have similar initiatives, butthe Texas Education Consortium for Male Students of Color isunique because it represents all sectors of education with theparticipation of two K-12 school districts, eight communitycolleges and four public universities.

The consortium was formed in part as a response to the“Closing the Gaps” report from the Texas Higher EducationCoordinating Board which calls for increasing college partici-pation and success for all students, but emphasizes the needto improve educational outcomes for Hispanic and African-American males. In the latest progress report, the boardfound a growing gender gap in college enrollment andHispanic males in particular have the lowest participationrate. Specifically, only about 4.1 percent of the Hispanic malepopulation in Texas participated in higher education in the fallof 2012, a rate which was 1.7 percent below that of female

Hispanics. It would take about 88,000 more male Hispanicstudents to enroll in order to catch up to female Hispanic stu-dents. In addition, the report says male college-going ratesneed to improve: just 47 percent of Hispanic males who grad-uated from high school in 2012 went directly to college thefollowing fall, compared with 56 percent of Hispanic females.The report sets a target date of 2015 for increasing collegeenrollment and closing the achievement gaps.

Officials say narrowing the gender gap for educationalattainment among students of color is not just a statewide pri-ority but also a national one as the Hispanic population con-tinues to grow and become critical for an ethnically diverseworkforce. Professor Luis Ponjuan of Texas A&M Universityhas been conducting research on how to ensure that minoritymales persevere and earn a higher education credential.

“This collaborative project allows the state’s two leadingresearch institutions to leverage resources and advance theLatino and African-American male educational agenda at thestate and national levels,” said Ponjuan, who will serve theconsortium’s chief external evaluator.

As Ponjuan said in a recent interview, the consortium isresponding to a demographic reality in which more Latinosare enrolling in higher education but some of these studentsare underprepared to be successful.

“We are trying to ensure that these students actually com-plete a degree,” said Ponjuan. “This is an historic programbecause we are focused on what two-year and four-year insti-tutions in the six largest metropolitan areas in the state ofTexas are doing to increase access and degree completion.”

Funding for the consortium comes from multiyear grantsthrough the Greater Texas Foundation, TG, and the TexasHigher Education Coordinating Board. The monies will beused to develop statewide initiatives that work across the spec-trum to target Latino males from a young age and move themthrough to college success. There are proven models of prac-tice to draw upon that include transition and bridge programsfor high school students as they adjust to college. These pro-grams have put support and resources in place to get males toenroll in college and make it to the finish line.

PROGRAMS/INNOVATION


The consortium will be trying to help students like HectorFunes, a Texas A& M engineering major, who said he felt poor-ly prepared when he began his college studies.

“The kind of information that other students and my peersreceived was much vaster than mine,” he said in a video aboutthe program. “Their physics and math knowledge was muchgreater than my own. I was playing a catch-up game and get-ting Bs or Cs and even failing classes along the way.”

Research has shown many minority male students arebehind because they have been impacted by the quality of edu-cation offered to them in high school. Advanced classes inmath and science often are lessavailable in schools with highnumbers of low-income orunderserved minority students.

But family education andincome level also are importantpieces of the puzzle. Sáenz, whohas done extensive research onthe reasons Latino males arestruggling and what can be doneto effect change, says the role ofthe family figures prominently inthe educational aspirations ofyoung Hispanic males.

“We [researchers] wereintrigued by the complex roleof family members (i.e., moth-er, father, siblings) in influenc-ing the higher education path-ways for Latino males in Texascolleges,” he said. “Almost allmales, for example, spokeabout the positive influence offemale figures in their livesjuxtaposed with the challenging relationships that they havewith males in their lives.”

Sáenz explains that these young males face day- to-day obsta-cles when considering whether or not to pursue higher education.

“The Latino males in our research talked about the oftencompeting realities of their economic situation and their desireto support and provide for their family,” he said. “These realitiescompete with their desire to attain a degree, and sometimes theywin out. Colleges need to acknowledge these very real challengesand find ways to leverage the value systems that so many of ourLatino males have, such as strong work-ethic and fulfillment ofresponsibilities to family, toward their academic success.”

In addition to examining this issue within the social and eco-nomic contexts of Latino males, Sáenz says he also hopes to influ-ence the larger community to believe success of Latino malesshould concern everyone. He is trying to shift the conversationaway from narratives that speak of a “male crisis” or of black andLatino males as “culturally damaged.” Instead, he would like thediscourse to reflect the need for gender equity and social justice.

“I often frame this as a gender equity issue because we aredealing with some real inequities when it comes to the educa-

tional opportunities available for our males through theirschooling,” he said. “Latino males are simply not keepingpace with their female peers and other male peers for overtwo decades now on important educational outcomes like col-lege enrollment and degree attainment.”

This is not to downplay the economic imperative to educateLatino males in light of the demographics in Texas and nation-ally, says Sáenz. However, he prefers to use arguments thatbuild the on the framework of equity.

“Everyone cares about equity, and there is interest convergentthat idea across all groups, men and women alike,” he said.

Some researchers also say that minority male success hasbeen impeded because of common practices and policies in thepublic schools. They point to studies showing black and Hispanicmales are disciplined more than other students and receive highlevels of suspensions for minor infractions, which means theymiss valuable class time and fall behind in their studies.

“Two of our consortium members are school districts, andwe do intend to have all of our sites look closely of their data,whether it be matriculation rates, discipline rates, or othervariables,” said Sáenz. “This is a key strategy needed to firstacknowledge the structural challenges that may be perpetuat-ing the educational outcomes that are so dire and sobering.”

Ultimately, though, Sáenz hopes the consortium will elevatethe tone of conversation about males of color in educationaway from the negative and toward the positive.

“We need to work proactively to acknowledge the manyassets and positive values these young men bring with them toour schools and institutions, and then we can find ways to tapinto those assets to cultivate and nurture environments thatwill breed academic success,” he said.


Dr. Victor Saenz (center) and project staff members


by Gustavo A. Mellander

AsHispanic Outlook readers know, Hispanics are thelargest ethnic/racial group in the country. They exceed50.5 million.

Many Latinos were here long before Europeans arrived.Many have achieved professional success and served in leader-ship positions. Today the trend continues as they contribute toour political, social, and cultural life which has benefited allAmericans.

Yet despite individual and group achievements, Hispanicsdo not fully share in the benefits afforded to others. That is agiven and fully understood by students who study reality.

Demographic ChangesThe 2010 Census reported that the 50.5 million Latinos

constitute 16.3 percent of the nation’s population. Over thepast decade, that increased 43 percent and accounted formost of the nation’s population growth.

Latinos are clearly destined to play a significant role in thenation’s economic and political arenas. Their success will be abarometer of America’s promise of equality, social justice andopportunity.

Where Are They?A quick answer is in every state. A large percentage of

Hispanics, 76 percent, are concentrated in nine states:Arizona (1.9 million), California (14 million), Colorado (1million), Florida (4.2 million), Illinois (2 million), NewMexico (953,000), New Jersey (1.5 million), New York (3.4million), and Texas (9.5 million). This does not include thenearly 4 million Puerto Ricans living on their island.

The top five states with the largest Latino population in2010 were, in descending order: California, Texas, Florida,New York, and Illinois.

The impact of the Latino population growth cannot be over-stated. Every single state saw an increase. In Arizona,California, Nevada, New Mexico, and Texas, Latinos constitutemore than one in four of the state’s residents.

Their population growth was the sole source of populationincreases in six states: Illinois, Louisiana, Massachusetts, NewJersey, New York, and Rhode Island.

In states where Latinos were once a small segment of thepopulation, their numbers have increased and in certaincases, exponentially. For example, in nine Southern states theLatino population more than doubled: Alabama,145 percent;

Arkansas,114 percent; Kentucky, 122 percent; Mississippi,106 percent; North Carolina,111 percent; Tennessee, 134 per-cent; and South Carolina, 148 percent. Those numbers aredramatic and they are yet to be fully absorbed.

The role of Latinos in adding to the formation of the UnitedStates has been all but invisible to non-Latinos as well as tomany Latinos. Very few know little of the history of Latinos inthe U.S. That is due in part to the general lack of informationabout Latinos in our classrooms. There is also misinformationas illustrated by the media’s portrayal of Latinos.

While the current environment has created harsh circum-stances for immigrants, especially those who are without legalstatus, all Latinos are vulnerable to attack. The growingrhetoric of resentment towards Latinos, regardless of status,has escalated. This environment has helped breed distrustamong Latinos of our governmental systems and its officials.

DiasporaThe Diaspora is endemic. Latinos are comprised of various

different national origin subgroups, who individually or whoseancestors, migrated to the United States years ago. Some cantrace their roots in this country back several centuries whilemany are more recent arrivals.

In order to better understand cultural and country-of-origindifferences and the significance of such differences, data hasbeen analyzed on issues specific to Mexicans, Puerto Ricans,Cubans and Dominicans. They as a group, and individually,have disparate and dynamic histories associated with their pastand current relationships to their countries of national originand the United States. Their realities are all different, not iden-tical. The majority of Latinos are U.S. citizens, whose race, eth-

TARGETING HIGHER EDUCATION

Language, LegalObstacles and

Hispanics in America


nicity and language have had a significant impact on theirexperiences. They have been “racialized” at different times

sometimes treated as “white,” other times as other than“white” and also considered by the government to be an eth-nic group consisting of individuals who “can be of any race.”

Afro-Latinos and Latinos of mixed racial backgrounds, havebeen targets for racial oppression, both as a consequence ofthe legacy of racism in the U.S. and also as a result of longexisting racial discrimination among Latinos. Those roots aredeep and well-established in Latin America and the Caribbean.

ParadigmsHispanics have faced problems in developing paradigms

that address their unique experiences as an ethnic group.Scholars have worked to clarify the ways in which ethnicitydiffers from race, and the ways in which ethnicity mightrequire different consideration from the historical approachesto race-based discrimination. No, it’s not easy.

Latinos point to the role of language as an important defin-ing aspect of Latino identity. Spanish has always been a sourceof community cohesion, but it has also been the basis for dif-ferent treatment of bilingual and monolingual, or Spanish-dominant speakers.

Members of Latino subgroups have faced discriminationbased on ethnicity and national origin. All subgroups continueto struggle to ensure that they are treated fairly. As a generalmatter, this common history is based on the continued treat-ment of Latinos as one monolithic group of outsiders.

Young demographicsThe Latino population is a very young one. They constitute

23.1 percent (17.1 million) of children aged 17 and youngerin America. Almost one out of four children in the UnitedStates is Hispanic. In comparison, there are over 33 millionLatino adults, constituting 14.2 percent of all adults, or one inseven.

There are more Latinos than Latinas in the U.S., but the dif-ference is small, consisting of 50.7 percent male and 49.3 per-cent female. Conversely, there is a slight difference betweenforeign and native-born populations, with the majority of for-eign-born Latinos being male.

The five largest subgroup populations (in millions) areMexican (32.9), Puerto Rican (4.7), Cuban (1.9), Salvadoran(1.8 million), and Dominican (1.5).

The majority of Latinos, 74 percent, are U.S. citizens withthe majority being born in the United States. Research showsthat 62.9 percent of all Latinos in the U.S. are native born,compared with 37.1 percent who are foreign born.

From 2000-10, the native born Latino population morethan doubled, to 51.4 percent, and the foreign born hasgrown approximately 33.2 percent.

Despite the fact that the majority, and overwhelming num-ber of Latinos are native born, much political interest hasfocused on the foreign-born Latinos, specifically the nonciti-zen, out-of-status population, and its impact on society.

However, as the numbers reflect, this is a small portion of theU.S. Latino population, and of the total U.S. population. InMarch 2010, only 3.7 percent of the total U.S. populationwere unauthorized immigrants (both Latino and non-Latino),and constituted just over one fourth (28 per cent) of the totalU.S. foreign-born population.

Although it is difficult to provide accurate numbers for thispopulation, scholars estimate that 11.2 million unauthorizedimmigrants (Latino and non-Latino) live in the U.S. And thatrepresents a decrease in this population over the past severalyears. The majority of the unauthorized immigrant populationis Latino (81 percent).

Of the 18.8 million foreign-born Latinos in the U.S., 13.3million, or 26.2 percent, are non-citizens.

Of the 10.2 million total unauthorized adult immigrants inthe United States (Latino and non-Latino), nearly two-thirds(63 percent) have lived in the U.S. for at least 10 years, withover one third (35 percent) living in the U.S. for 15 years ormore. Notably, there are at least 9 million people in “mixed-status” families, meaning families with “at least one unautho-rized adult and at least one U.S.-born child.”

There are also childless mixed-status Latino households.Thus, the rhetoric and targeting of immigrants has an impacton Latinos individually at a deeply personal level, and alsoimpacts the communities in which they live because their fam-ily networks are destabilized by the threat of deportation andgovernment scrutiny.

Another Commission, Another ReportThose of us in the academic world tire of commissions and

their lengthy reports. But said modus operandi is not limited toacademia; many other professions address their problems in asimilar fashion with similar results. But not to be cynical, somecommission findings are useful, some valid recommendationsare implemented. Yet many gather dust in countless repositories.

But we keep trying as well we should. In October 2010, theAmerican Bar Association (ABA) formed a Commission onHispanic Legal Rights and Responsibilities. Composed ofnational and local leaders it reflected a broad range of thepublic, private, legal and non-legal sectors.

Their mandate was to explore and report on the legal chal-lenges facing Latinos/Hispanics in this country.

They were also to report on Latino efforts to address legalhurdles which impede their full participation in America’scivic life. The commission held fact gathering public hearingsnationwide.

Its findings appear in “Latinos in the United States: OvercomingLegal Obstacles, Engaging in Civic Life.” Well-documented andthankfully well-written, it is a lodestone of information.

Importance of Language ProficiencyThe commission noted that, “the importance of being fluent

in English is highlighted by studying the problems faced bythose who aren’t.”

The legal issues and impediments to full access to justice for

Hispanics can, the commission suggested, best be served by cre-ating a permanent entity tasked with continued analysis of thelegal issues affecting Latinos. Therefore, the commission recom-mended that a standing committee of the ABA be established.

It was also recommended that the ABA take steps to ensurethat this country’s core constitutional and statutory protectionsapply fully and fairly to all, so that Latinos can have meaning-ful access to justice.

Changing demographics require new linguistic services. Inour court system, Spanish-speaking or Limited EnglishProficient (LEP) individuals are frequently not provided inter-pretive or translation services. Unable to pay for private ser-vices, they depend on family, friends, or the courts to providesuch services. They aren’t always forthcoming.

The ability to present your case in English is particularlycritical in immigration proceedings, child custody disputes,and eviction actions. These issues plague areas where largenumbers of Latinos have long called home.

To highlight a specific case, the U.S. Department of JusticeCivil Rights Division recently issued findings based on itsinvestigation of the North Carolina Administrative Office of theCourts (AOC). They found:

“that the AOC’s policies and practices discriminate onthe basis of national origin, in violation of federal law, byfailing to provide Limited English Proficient (LEP) individ-uals with meaningful access to state court proceedings andoperations.”

Significant harm has been visited upon hapless Latinos as aconsequence. Among other problems identified were longerincarceration as a result of continuances caused by the:“failure to locate an interpreter; serious conflicts of

interest caused by allowing state prosecutors to interpretfor defendants in criminal proceedings; requiring indigentlitigants to proceed with domestic violence, child custody,housing eviction, wage disputes and other important pro-ceedings without an interpreter.”

In short, limited LEP individuals have suffered by policiesbeing ignored as well as court policies and practices in manystates which discriminate against those who have limitedEnglish skills. It is as simple as that.

Fortunately, the ABA recently adopted a resolution on theright of language access. It is an important and welcomerecognition by the ABA of the impact of language barriers onlegal rights, and the urgency of addressing the need for lan-guage services in our courts.

The commission commended this commitment to justice,and encouraged the ABA to reject any interpretation of theirresolution that would place a financial hurdle to those in needof those services.

Perhaps something useful will come out of yet anothercommission report. Or am I too naive? I hope not.

Dr. Mellander was a university dean for 15 years and acollege president for 20 years.



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Chief Audit and Compliance OfficerOffice of Audit, Compliance and Ethics (OACE)

The University of Connecticut (UConn) invites applications for the Chief Audit andCompliance Officer. Reporting administratively to the University president andfunctionally to the chair of the Joint Audit and Compliance Committee of theUniversity’s Board of Trustees, this position serves as the Chief Audit and ComplianceOfficer, who heads UConn’s Office of Audit, Compliance and Ethics (OACE).

The University of Connecticut is one of the nation’s leading public researchuniversities. Founded in 1881, UConn is a Land Grant and Sea Grant university andmember of the Space Grant Consortium. It is the state’s flagship institution of highereducation with its main campus in Storrs in addition to a Law School, Medical andDental Schools, a Health Center and five regional campuses in Greater Hartford,Stamford, Waterbury, Avery Point, and Torrington. The Law School campus is locatedin Hartford; the Health Center campus is located in Farmington. Both are closelylinked to the main campus through academic projects.

UConn is ranked among the Top 20 public universities in the nation according to the2014 U.S. News & Report. The University has approximately 10,000 faculty and staffand 30,000 students which includes more than 22,000 undergraduates and nearly 8,000graduate/professional students.

In consultation with the Joint Audit and Compliance Committee, the Chief Audit andCompliance Officer is responsible for planning, leading, reporting on, and supervisingall internal auditing activities, compliance activities and personnel within theframework of the OACE Charter. This position will direct a comprehensive, risk-basedaudit and compliance program that is designed to add value and improve operationsthrough evaluations of internal controls, risk management, and governance processes.The Chief Audit and Compliance Officer is responsible for directing the day-to-dayoperation of OACE, including providing direct supervision of professional andadministrative staff. He/She is responsible for these functions at the University’s maincampus as well as its regional campuses, law school and Health Center.

The Chief Audit and Compliance Officer should have significant leadership experiencein internal audit/compliance and/or financial management, preferably in a university oracademic medical environment. The successful candidate should have a demonstratedunderstanding of audit management, including culture, operations, financial processes,and information technology. He/She should display a demonstrated ability to overseeand lead an organization-wide, risk-based, service-driven internal audit and compliancefunction that is proactive, progressive and collaboratively aligned with the manydisparate organizational entities that compose a university. A bachelor’s degree froman accredited university is required. An advanced degree in a relevant field and aCertified Public Accountant or Certified Internal Auditor are preferred.

Initial screening of applicants will begin immediately, and continue until the position isfilled. The University of Connecticut will be assisted by Ellen Brown Landers,Elizabeth Ewing and Tracie Smith of Heidrick & Struggles, Inc. For furtherinformation, please see: http://www.audit.uconn.edu/index.html. Nominations andapplications should be directed to:

University of Connecticut Chief Audit and Compliance Officer Search CommitteeHeidrick & Struggles, Inc.

303 Peachtree Street, NE, Suite 4300Atlanta, GA 30308

Telephone: 404-682-7316Email: [email protected]

The University of Connecticut does not discriminate on the basis of race, color,ethnicity, religious creed, age, sex, marital status, national origin, ancestry, sexualorientation, genetic information, physical or mental disabilities (including learningdisabilities, intellectual disabilities, past/present history of a mental disorder), priorconviction of a crime (or similar characteristic), workplace hazards to reproductivesystems, gender identity or expression, or other legally protected classifications in itsprograms and activities as required by Title IX of the Educational Amendments of 1972,the Americans with Disabilities Act of 1990, Section 504 of the Rehabilitation Act of1973, Title VII of the Civil Rights Act of 1964, and other applicable statutes andUniversity policies. The University of Connecticut prohibits sexual harassment,including sexual violence.

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Wom Women in Higher Higher Ed

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ComComing:Februa February 24thAd Deadline Fe Ad Deadline February 18th

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Associate Vice Presidentfor Enrollment Management

Ann Arbor, MI

The University of Michigan, the public flagship university of the state and one of theworld’s preeminent research universities, seeks an inaugural Associate Vice President

for Enrollment Management to provide strategic, visionary, and overarching leadership tothe enrollment functions of the university.

For nearly 200 years, U-M has provided an unparalleled experience for hundreds ofthousands of students. With stellar faculty in every field, the university has created anacademic atmosphere that is enlightening, worldly, and transformative for its students. As U-M approaches its bicentennial in 2017, it has the opportunity to reflect on the institution’simpact and explore how it will continue to fulfill its missions of education, research, publicservice, and patient care during its third century. The Associate Vice President forEnrollment Management – a newly created position – will assume the role amidst a surge of tremendous energy and excitement, as the university has just named a new president.Reporting to the Provost and Executive Vice President for Academic Affairs and serving asa member of the provost’s senior cabinet, the Associate Vice President will build and lead a team that will be charged with working across the university to envision and deliver theoptimal undergraduate enrollment program for U-M, meeting its short- and long-termenrollment goals and ensuring its success in recruitment and retention for the future.

With record applications in fall 2013, student interest in the university remains strong andadmissions and financial aid routinely produce a highly qualified incoming class. Building upon this tremendous foundation, the Associate Vice President will develop and implement asophisticated, integrated, analytically informed, and collaborative approach to university-wideenrollment. The Associate Vice President will lead the university in envisioning the bestpossible enrollment future, meeting undergraduate enrollment goals with particular attention tostrengthening, supporting, retaining and graduating an increasingly diverse student population.

The Associate Vice President will lead the offices of undergraduate admissions, financialaid, the university registrar, and new student programs in an enrollment effort that isvigorous, creative, data informed, and student centered. He or she will design andimplement a structure that brings increased coordination and cooperation among the unitsso as to best serve students and help ensure student success among all populations at theuniversity, better envision and manage enrollment goals, and increase efficiencies andsynergies across these functions. She or he will possess a demonstrated commitment tothe core values of diversity, excellence and access, superior interpersonal communicationskills, an ability to manage and motivate a diverse professional staff, and an interest ininterdivisional collaboration in a highly decentralized institution.

Inquiries, nominations and applications are invited. Review of applications will begin inFebruary and will continue until the position is filled. For fullest consideration, applicantmaterials should be received by March 1, 2014. The university has retained Witt/Kieffer toassist with this search. Applicants should provide a resume, a letter of application thataddresses the responsibilities and requirements described in the leadership profile availableat www.wittkieffer.com, and the names and contact information of five references.References will not be contacted without prior knowledge and approval of candidates. Thesematerials should be sent electronically via e-mail to Robin Mamlet and Amy Crutchfield [email protected]. The consultants can be reached by telephone through the desk of Leslie Donahue, administrative support for this search, at 630-575-6178.

The University of Michigan is an equal opportunity/affirmative action employer dedicated tothe goal of building a culturally diverse and pluralistic university community committed toteaching and working in a multicultural environment. Potential applicants who share thisgoal are encouraged to apply.

http://www.wittkieffer.com


men in Women in H er EdHigher Ed

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February 18th

Department of KinesiologyAnnouncement of Non-Tenure-TrackFaculty Position in Exercise Physiology

Temple University’s Department of Kinesiology, one of seven departments and one School in the College of HealthProfessions and Social Work, is recruiting a non-tenure track faculty member to teach in our undergraduate andgraduate programs beginning August 18, 2014. Temple University is a Carnegie-classified Research University – Highwith more than 39,000 students and distinguished faculty in 17 schools and colleges. The University has anexceptionally strong commitment to quality teaching, research, and advising. The Department of Kinesiology, withapproximately 1300 students, has strong graduate and undergraduate degree programs. The undergraduate program inKinesiology is the third largest in the University and is comprised of programs of study in athletic training, exerciseand sports science, PHETE (Teacher Education) and pre-health professions (designed for students seeking graduatestudies in physical therapy, physician assistant, medicine, nursing, podiatry, occupational therapy, etc.). We are looking for an enthusiastic, dedicated professional with expertise in neuromuscular physiology, strength andconditioning, and exercise programming to teach a variety of courses at the undergraduate and graduate level. Applicant qualifications are: 1) Ph.D. in exercise physiology or a related-discipline, though candidates with ABD statuswill be considered; 2) certifications in strength and conditioning (NSCA-CSCS), health and fitness (ACSM- HFS), and/orclinical exercise (ACSM – CES); 4) Current CPR and AED certifications; and 4) a strong record of teaching at theundergraduate level. This appointment is from August 18, 2014 to June 30, 2015 with the potential for contract renewal. All inquiries should be directed to: Dr. John T. Raffin (phone: 215-204-1450; email: [email protected]). Applicants must submit their curriculum vitae, a statement of undergraduate/graduate teaching background, and thenames of three individuals who can provide letters of recommendation if requested. All materials must be submittedto Andrea Beckett, Department of Kinesiology, Pearson Hall, Temple University, 1800 N. Broad Street, Philadelphia,PA 19122-6085 (email: [email protected]; phone: 215-204-8707; fax: 215-204-4414). Application Deadline: Forprimary consideration, materials must be received by 4:00 PM on March 10, 2014; however, applications will beconsidered until the position is filled.

Temple University is an affirmative action/equal opportunity employer dedicated to excellence through diversity.

Department of KinesiologyAnnouncement of Non-Tenure-TrackFaculty Position in Kinesiology

Department of Kinesiology at Temple University (chpsw.temple.edu/kinesiology) one of seven departments and oneSchool in the College of Health Professions and Social Work, is recruiting a non-tenure track faculty member to teachin our undergraduate and graduate programs beginning August 18, 2014. Temple University is a Carnegie ResearchUniversity (high), with more than 39,000 students and distinguished faculty in 17 schools and colleges. The Universityhas an exceptionally strong commitment to quality teaching, research, and advising. The Department of Kinesiology,with approximately 1,300 students, has strong graduate and undergraduate degree programs. The undergraduateprogram in Kinesiology is the third largest in the University, and is comprised of programs of study in athletic training,exercise and sports science, PHETE (teacher education), and the pre-health professions (designed for students seekinggraduate study in physical therapy, occupational therapy, physician assistant, medicine, nursing, podiatry, etc.). We are looking for an enthusiastic, dedicated professional with a background in the pre-health professions andrehabilitation to teach undergraduate courses that may include neuromechanics and kinesiological foundations inrehabilitation science. The ideal applicant will have an earned doctorate in a related area, and a strong record ofteaching at the undergraduate level is highly desirable. In addition, any specialty certifications will be beneficial. Thisappointment is from August 18, 2014 to June 30, 2015 with the potential for contract renewal. For further information, please contact Dr. Lois A. Butcher-Poffley, 215-204-1940, ([email protected]). Applicants must submit their curriculum vitae, a statement of undergraduate/graduate teaching background, and thenames of three individuals who can provide letters of recommendation if requested. All materials must be submittedto Andrea Beckett, Department of Kinesiology, Pearson Hall, Temple University, 1800 N. Broad Street, Philadelphia,PA 19122-6085 (email: [email protected]; phone: 215-204-8707; fax: 215-204-4414). Application Deadline: For primary consideration, materials must be received by Application Deadline: For primaryconsideration, materials must be received by 4:00 PM on March 10, 2014; however, applications will be considereduntil the position is filled.

Women and minorities are strongly encouraged to apply. Temple University is an affirmative action/equal opportunity employer dedicated to excellence through diversity.


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University of South Florida System is a high-impact, global researchsystem dedicated to student success. The USF System includes threeinstitutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The

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Department of Media Studies and ProductionAssistant Professor in Development Media/Communication and Social Change

Department of Media Studies and ProductionVerizon Professorship and Chair (Visiting Professor Position)

Department of Strategic CommunicationChair and Senior Faculty Member

Department of Strategic CommunicationTenure-Track Assistant Professor in Public Relations

Department of Strategic CommunicationNon-Tenure-Track Assistant Professor in Public Relations

School of Media and Communication

Temple University is a comprehensive public research institution in Philadelphia, PA with more than35,000 students. The School of Media and Communication, which has been recently renamed with a newstrategic vision and a plan for expansion, enrolls more than 3,000 undergraduate and 100 graduatestudents. It offers five undergraduate majors, four master’s degrees, and an interdisciplinary Ph.D. inMedia and Communication. For more information about the positions advertised, and for background onthe School and Temple University, please visit http://smc.temple.edu/faculty/available-positions/.

Temple University is an affirmative action, equal opportunity employer and educator where diversity is an essential source of vitality and strength.

The School of Media and Communication at Temple University invites applications formultiple positions:


http://smc.temple.edu/faculty/available-positions/



Tenof the biggest disadvantages some Hispanic stu-dents face approaching higher education can beovercome given time, determination and support.

1. Not understanding the hidden rules – the unspoken waysof thinking and doing that guide certain groups – is a bigobstacle to understanding what is done and expected in col-lege. Since education is typically based upon middle-classvalues, Latino students who come from poverty must learnnew ways so they can fit in. Without that understanding andchanging their approach, they risk feeling out of place anddropping out. Experienced students and mentors canexplain those hidden rules to Latino students before theyenter the college classroom. 2. Lack of college readiness skills frustrates and wastestime for Latino students who are ill-prepared to do thework. Though the students have graduated from highschool, many lack strong reading, writing, quantitative andcommunication skills. For Latinos facing that reality, theymight be required to complete remedial work before theycan take college-ready classes and later enter classes intheir programs of study. Beyond state-based testing andother contentious issues concerning the evaluation of highschool students, parents, guidance counselors and sec-ondary school administrators can help assure graduates areadequately ready for the next level of education. 3. Emotional immaturity. Latino students away from familyfor the first time or returning to school after years of work-ing and raising a family might face the temptation to delaystudying and visit with new-found friends instead. Firstthings first. Every time.4. Taking things personally. Critical thinking is one goal ofhigher education; criticism can be one of its games. Latinostudents taking feedback as personal criticism are doomedto feel inadequate, judged and discouraged. In most cases,such feedback (or criticism) should not be taken personallysince those casting judgment or leveling the criticism don’treally know the student. Take such feedback as opinionsonly. Glean what is valid, and then let it go. 5. Perseverance. Thomas Edison said, “Many of life’s fail-ures are people who did not realize how close they were tosuccess when they gave up.” Latino students are often accus-tomed to persevering through difficult circumstances likethe hardships of poverty. Hanging in there academically,

though, requires a differentkind of perseverance.Professors, mentors, studentbuddies and guidance coun-selors are sources of encouragement for Latino studentsstruggling academically or socially. Knowing when to quit(and knowing how to hang in there) are important skills forany Latino – academically and beyond. 6. Latino college students who are isolated and lack men-tors, family or friends to teach them the college ropes mightmistakenly believe they have no options when they experi-ence a problem at the university or elsewhere. Universitiesspecialize in solving problems and asking questions. Do thelatter and you’ll find the former. 7. Physical and mental health problems might impede theability of Latino students to study or perform well academi-cally. Whether one is battling asthma, managing diabetes orstruggling with depression, colleges have counseling andhealth centers to help students handle these conditionsbefore they become full-blown problems. Issues of paymentfor student health care seem to be changing daily, but useadvocates within those systems to help you get what youneed if you have problems accessing care.8. Vocabulary size has been shown to be a significant pre-dictor of success in higher education. Parents and teacherscan help Latino students build a vocabulary starting in earlychildhood through reading, writing and practice that willtake them far and gain them respect. Income need not con-trol the number of words one knows and uses.9. Going it alone. A Latino student might be the first in thefamily to attend college, but they are not the only one in thatposition. Colleges and universities provide support forLatino students through the Office of Latino Studies, thecounseling center or other student services. Latino studentsnew to the university should be informed about these ser-vices soon after they arrive.10. Latino students usually need help paying for highereducation. Beyond the traditional loans, grants and work-study jobs, scholarships set aside for specific categories areoften left on the table because no one applies. Paid intern-ships often grant class credit. Look for support in unexpect-ed places.

DISADVANTAGE: HISPANICS

Priming the Pump...

Miquela Rivera, PhD, is a licensed psychologist withyears of clinical, early childhood and consultativeexperience. She lives in Albuquerque, N.M.

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