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Ifthe past is prologueas Shakespeare onceruminated, then immi-

gration reform as it standsnow is still for dreamers, theLatino types. As we go intoanother year, there has beena lot of posturing from allsides with the same old, sameold. Rhetoric abounds fromthe White House to Congressand minority group organiza-tions like The NationalCouncil of La Raza (NCLR)but it has been mostly“mucho ruido pero pocanuez.”

NCLR has been the mostintense. It has sent bushels ofpostcards to congressionalrepresentatives, met withthe president, testified inCongress and delivered a let-ter to its nemesis, SpeakerJohn Boehner, signed by over200 Latino organizations urg-ing action on immigration,NOW!

“Now” my tailbone, Boehneroffered. You get his point!

Reform may be a long whilein happening as long as theRepublican mood and controlof the lower chamber prevails.It's not that Republicans don'twant to pass an immigrationbill; it's more, they say, thatPresident Obama can't be

trusted to carry out anyreforms that Congress passesby abusing them with hisexecutive powers.

“The American people,including many of my mem-bers, don't trust that thereform that we are talkingabout will be implemented asit was intended to be,” saidBoehner.

It’s getting difficult to dis-tinguish between substanceand pap. There has been a lotof jawing between the partiesbut we are still nowhere neara viable, compatible solutionand probably won’t be unlessthere’s a radical attitudechange and realignment inCongress in the upcomingelections.

The way things are going,immigration reform won'thappen in 2014 when thepolitical groups are intomidterm elections and othermore pressing issues over-shadow it.

In 2015 the presidentialcampaigning begins and whoknows what the status ofimmigration reform will bethen.

Regardless of the candi-dates, some wonder aboutthe political worth of such ahighly combustible issue.Frankly, the political divi-dends have been exaggeratedunless you believe that theLatino vote rides on theimmigration issue.

Many Latinos are not thatpassionate about it. Othersare barely conversant withthe issues.

The rhetoric goes thatRepublicans and conserva-tives, largely white groups

like the Tea Party, would kickout all welfare-mooching ille-gals, particularly the brownones, and that Democratslovingly protect them whichobservers say is measuredmostly by the Latino's politi-cal worth.

Whatever, a Pew ResearchCenter report on public atti-tudes toward immigrants andimmigration policy showedthis is not a top priority forthe U.S. general public oreven Hispanics.

One- third of Hispanicssaid the issue of immigrationwas important but not asimportant as the economy,jobs, education and healthcare.

President Obama has pro-vided mostly political com-passion. He has been goodon the stump offeringunpalatable solutions whileblaming Republicans fortheir myopic, heartlessstance.

He also has been good atdeporting illegals in unprece-dented numbers, the most ofany administration. Almost60 percent of the illegal pop-ulation are Mexicans andaccount for most deporta-tions.

The Senate passed a muchheralded bill in June thatincluded a series of steps tolegitimatize illegals andinvolves an onerous 13-yearpath to citizenship which feware prepared for, or wouldwant to undertake.

It must be reconciled witha similar bill which the GOP-dominated House is workingup. Meanwhile the Senate ver-sion is DOA in the House

unless Boehner softens upwhich no one expects.

So where is theCongressional HispanicCaucus (CHC) amidst all this?Latin civil rights groups deliv-ered a petition to the caucustelling it to “lead or get out ofthe way.”

Congressman RubenHinojosa, CHC chair, said thecaucus has been doing justthat even if not very evident tothe Latino constituency,adding that the CHC “hasalways been at the forefrontof the comprehensive immi-gration debate.”

First-term Sen. Ted Cruz ofTexas, a Cuban-American byway of Canada, offered aunique view saying we shouldre-evaluate immigrationreform on humanitariangrounds because too manyillegals die trying to cross theborder.

“This is a system that pro-duces human tragedy,” Sen.Cruz said about the Senatebill. “And the most heart-breaking aspect of this gangof eight bill is it will perpetu-ate this tragedy.”

Stay tuned!

Immigration Reform Still a Dream

PoliticalBeat

Carlos D. Conde, award-winning journalist and com-mentator, former Washingtonand foreign news correspon-dent, was an aide in theNixon White House andworked on the political cam-paigns of George Bush Sr. Toreply to this column, [email protected].

by Carlos D. Conde


Page 8

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MAGAZINE®

CONTENTS

FEBRUARY 24, 2014

Cover photo Mujeres by Camillo Villamizar courtesy of HMS

Latinas in Higher Education: SucceedingAgainst All Odds by Mary Ann Cooper

8

Reshaping the Latina Narrative in HigherEducation by Michelle Adam

Equity for Women Working in AcademiaGoes from “Bad News” to “Plodding Progress” by Angela Provitera McGlynn

Women in Mariachi Music: An UntamedSpirit by Sylvia Mendoza

Mentors a Key to Latinas’ Success by Yvette Donado

You can download the HO app

10

12

15

18

DEPARTMENTSPolitical Beat by Carlos D. Conde

Immigration Reform Still a Dream 3

Book Review by Mary Ann Cooper

The Borders of Inequality: Where Wealth and Poverty Collide

7

Interesting Reads 7

Priming the Pump... by Miquela Rivera

Latinos Must Learn the Rules of Higher Ed

Back Cover

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oday’s Latinas in higher education and in the workplace have their work cut out for them. They facemany challenges as they strive to overcome economic and social barriers to get an education and excel in the professionalworkforce. Still, the rewards for succeeding in these efforts are enormous. Exciting opportunities are on the horizon ascompanies gear up to deal with the growing demand for consumer products, brought on in part by the burgeoning Hispanicconsumer buying power, which should reach $1.2 trillion over the next few years. In this issue of HO we celebrate Latinaswho are defying the odds and becoming majority minorities on many campuses across the country. As Latinas take theirhigher education ambitions even further, they might consider graduate degrees in greater numbers than ever before. Latinaswith MBAs will press on the glass ceilings of Fortune 500 boardrooms, where Hispanic males have held about 75 percentof the almost 100 board seats held by Hispanics, according to the Boardroom Elite Report from HispanTelligence. No doubtLatinas, as a marketing campaign once proclaimed, have “come a long way, baby!” And the best is yet to come.

Esquina Editorial

¡Adelante!Suzanne López-IsaManaging Editor

T

http://www.aceannualmeeting.org


Oneof the issues that hasstalled immigration reformin the United States is the

debate on how to secure the border.Recently U.S. media, policymakers, andcommentators of all political persua-sions have been obsessing about whatkind of fence to build and how to manit. TV talking heads, websites, and blogsdominate the discussion with what theysay are the terrible consequences of aless secured border with Mexico including the influx of illegalimmigrants, drug wars and narcotics trafficking. What is sel-dom included in these conversations is why the U.S./Mexicanborder is so much more important to those seeking secureborders than the Canadian border with the U.S. to the north,which is still the longest unguarded border on Earth.

The reason no one talks about the Canadian border is not diffi-cult to discern. It is a simple matter of economics. Richer coun-tries have a pattern of trying to seal up their borders with poorercountries while turning a blind eye to their borders with countriesthat are on par with or superior to them economically. In TheBorders of Inequality, originally published in Spain, researcherÍñigo Moré shines a light on how economic realities shape borderpolicy examining the world’s “top twenty most unequal borders.”What he finds is that many of these border situations share similarcharacteristics. There is always illegal immigration from the poorcountry to the wealthy one. There is always trafficking in illegalsubstances. And the unequal neighbors usually regard each otherwith suspicion or even open hostility.

For Americans, Moré’s expansion of the topic lends perspec-tive to the current political dialogue in the U.S. Included in his“top 20” international borders are the United States and Mexicoas well as the one between Germany and Poland, and the onebetween Spain and Morocco. He concludes the problem they allhave in common is not drugs or immigration or self-protection.He broadens the analysis to suggest that inequality itself is theprevailing problem. Unequal borders result, he writes, from askewed interaction among markets, people, and states. Usingthese conclusions as a basis for policy, Moré comes up with aformula for politicians and statesmen to judge their own borderdynamics from a quantitative view. The first step is to assess theeconomic parity between bordering countries.

The Borders of Inequality also makes the case that “multi-directional misunderstandings” can fester and generate cross-border problems that sour public opinion on the immi-gration process. Left unresolved these misunderstand-ings can inflame and complicate the situation,but successful efforts to reduce inequalitycan produce promising results on theborder and within bordering countries.

Reviewed by Mary Ann Cooper

The Borders of Inequality: Where Wealth and Poverty Collideby Íñigo Moré (Author), Lyn Domínguez (Translator)2011. 192 pp. ISBN: 978-0816529322. $45.00 cloth. University ofArizona Press, (520) 621-3920. www.uapress.arizona.edu

Interesting Reads

Forth and Back: Translation, Dirty Realism, and theSpanish Novel (1975-1995)

by Cintia Santana

Santana analyzes the translation “boom” ofU.S. literature that marked literary production inSpain after Franco’s death, and the central posi-tion that U.S. writing came to occupy within theSpanish literary system. Santana examines theeconomic and literary motives that underlay the

phenomenon, as well as the particular socio-cultural appealthat U.S. “dirty realist” writers – which in Spain includedauthors as diverse as Charles Bukowski, Raymond Carver,and Bret Easton Ellis.

2013. 192 pp. ISBN: 978-1611484601. $70.00 cloth.Bucknell University Press, Lewisburg, Pa. (570) 577-3674www.bucknell.edu

Access, Opportunity, and Success: Keeping the Promiseof Higher Education

by Martha E. Casazza and Laura Lee Smith Bauer

The book begins with a brief historicaloverview of what access to higher educationlooked like before the 20th century. The followingchapters tell the actual stories and are organizedaround four themes: the power of belief in stu-dents; access with success; institutional commit-

ment; and effective support systems. Finally, a set of recom-mendations is provided that will help to keep the doors openfor those still wishing to enter.

2006. 224 pp. ISBN: 978-0275989651. $39.95 cloth.Praeger Publishing, Santa Barbara, Calif. (800) 368-6868.www.abc-clio.com

To Improve the Academy: Resources for Faculty,Instructional, and Organizational Development

By Linda B. Nilson and Judith E. Miller

A smart mix of big-picture themes, nationaldevelopments, and examples of effective facultydevelopment initiatives from a variety of schools,To Improve the Academy offers examples andresources for the enrichment of all educationaldevelopers. This volume incorporates all the lat-

est need-to-know information for faculty developers andadministrators.

2009. 432 pp. ISBN: 978-0470484340. $40.00. paper.Jossey-Bass, Hoboken, N.J. (201) 748-6000. www.wiley.com

http://www.bucknell.edu

http://www.uapress.arizona.edu

http://www.abc-clio.com

http://www.wiley.com


Latinas in Higher Education:Succeeding Against All Odds

WOMEN

by Mary Ann Cooper

Oneof the most underreported stories in higher edu-cation is the emergence of Latinas as a dominantpercentage of students enrolling in colleges and

universities in the United States. The argument certainly can bemade that completion numbers are more important thanenrollment numbers when judging the success of genders andethnic groups, but first these institutions have to attract and tar-get these groups. And that, in itself, is a challenge.

Over the past decade, Latinas have outpaced Latinos inenrollment numbers as well as degrees earned. And the gapbetween Latinas and Latinos in these areas is growing, notshrinking. The reasons for this are tied to the reservations andobstacles Latinos and Latinas face when making the decisionto pursue or not pursue higher education. Traditionally, first-generation Latinas have faced cultural obstacles from theirfamilies. Latinas were long expected to stay home and assist infamily responsibilities. Some Hispanic families passed alongthe notion that Latinas did not need to go to college. AsHispanic families have become more woven into the fabric oftraditional American life with two-income families andcareers, these cultural imperatives for Latinas have eased. Thesame cannot be said for Latinos, however. The machismo fac-tor has directed Latinos to enter the workforce as soon aspossible, and not delay this by attending college.

The Bureau of Labor Statistics has taken note of this trendand projects the percentage of Hispanic women in the U.S.workplace will hit 60.5 percent in 2020. But they are less bull-ish about the Latino in the workplace. They project in 2020there will actually be fewer Hispanic males in the workforce.They conclude the number of Hispanic men in the workforcewill decline 5 percent from current levels for this group. Thepercentages of white men and white women are also projectedto decline during that period (72.9 percent to 69.4 percent forwhite men and 59.5 percent to 58.8 percent for white women).

Recruitment efforts hammer home the idea that evenattending college and not attaining a degree can translate to abigger payday and better career options than those who opt toenter the workforce with a high school education or less. Sofar this message resonates more with Latinas than Latinos.This trend is apparent in HO’s list in this issue of the top 25four-year and two-year schools for Latina enrollment.

All 25 four-year schools have a greater number of Latinas thanLatinos enrolled. In the 25 two-year schools, 24 of the 25 schoolson that list have more Latinas enrolled than Latinos. Santa AnaCollege in California is the only school with more Latinos than

Latinas enrolled. The explosion of Latina enrollment can be seenin the percentage of Latinas in comparison to the total male andfemale enrollment for the schools on our two-year and four-yearlists. Latina enrollment in two-year schools ranges from 14 per-cent to about 50 percent total enrollment in those schools. Latinaenrollment in four-year schools ranges from 10 percent to about50 percent total enrollment in those schools.

While Latinas have made great strides to become the major-ity minority in gender and ethnicity in many of the schoolsnamed on our list of schools with highest Latina enrollment,does this translate to more degrees granted to Latinas in theseand other schools? The answer seems to be yes. In HO’s list oftop 25 four-year institutions granting the most degrees toLatinas, Hispanic female students comprise as little as 6 per-cent of the total number of students granted degrees to a max-imum of about 60 percent. The ratio is basically the same asthe ratio for the top 25 schools in the enrollment list for four-year schools. Similarly, in HO’s list of top 25 two-year institu-tions granting the most degrees to Latinas, Hispanic femalestudents comprise as little as 8 percent of the total number ofstudents granted degrees to a maximum of about 62 percent.Once again, the ratio is basically the same as the ratio for thetop 25 schools in the enrollment list for two-year schools. Justas with enrollment numbers and ratios based on ethnicity andgender, Latinas outnumber Latinos in all 25 four-year schoolsas well as all 25 two-year schools on our lists this year.

Hispanic women are still saddled with social and economicbarriers to success that include poverty and early motherhood,according to a study conducted by Brent Cejda, associate pro-fessor of educational administration at the University ofNebraska-Lincoln, and Sheldon Stick, professor of educationaladministration and an associate professor from the Universityof Alabama-at Birmingham. Additionally, the Pew HispanicCenter agrees with Cejda and Stick’s conclusion that mother-hood impedes educational opportunities and aspirations forHispanic women. Another one of Cejda and Stick’s findings isthat Hispanic women also have the highest birthrate among allU.S. women. The “fertility rate” of Hispanic women is one-thirdhigher than those who are non-Latina. Yet, Latina numbers inhigher education continue to grow and exceed expectations.Perhaps Latinas are getting the recruitment message that isbeing directed toward all Hispanics, the poor, and minorities.

Whatever the reason, this generation of Latinas is highlymotivated to succeed in higher education and grab hold oftheir piece of the American Dream.


Colleges & Universities Enrolling Latinas (2 & 4 Year Institutions)

State Grand Total Latinas % Latinas 1. Miami Dade College FL 66,701 27,342 41%2. South Texas College TX 30,824 16,418 53%3. El Paso Community College TX 32,127 15,850 49%4. Florida International University FL 37,475 13,935 37%5. East Los Angeles College CA 37,055 12,895 35%6. Lone Star College System TX 60,428 11,535 19%7. Houston Community College TX 58,476 10,513 18%8. Mt. San Antonio College CA 28,036 8,515 30%9. The University of Texas at El Paso TX 19,217 8,506 44%10. The University of Texas-Pan American TX 16,570 8,420 51%11. Broward College FL 42,309 8,317 20%12. Valencia College FL 42,915 7,760 18%13. Tarrant County College District TX 50,439 7,757 15%14. San Antonio College TX 23,134 7,752 34%15. Central New Mexico Community College NM 28,323 7,374 26%16. San Jacinto Community College TX 28,721 7,331 26%17. Santa Ana College CA 32,354 7,237 22%18. Cerritos College CA 20,719 7,160 35%19. Austin Community College District TX 43,315 7,060 16%20. Pima Community College AZ 32,988 6,977 21%21. California State University-Northridge CA 31,442 6,959 22%22. California State University-Fullerton CA 32,379 6,919 21%23. Rio Hondo College CA 17,643 6,687 38%24. Long Beach City College CA 24,839 6,628 27%25. California State University-Long Beach CA 31,053 6,537 21%

NCES – IPEDS DATABASE 2012 COMBINED UNDERGRADUATE DEGREES 2 AND 4 YEAR SCHOOLS

Colleges & Universities Granting Undergrad &Masters Degrees to Latinas (2 & 4 Year Institutions)

State Grand Total Latinas % Latinas 1. Miami Dade College FL 12,626 5,099 40%2. Florida International University FL 10,646 3,622 34%3. El Paso Community College TX 3,790 2,077 55%4. The University of Texas at El Paso TX 4,254 1,933 45%5. The University of Texas-Pan American TX 3,252 1,777 55%6. Arizona State University AZ 18,045 1,502 8%7. The University of Texas at Brownsville TX 2,510 1,463 58%8. South Texas College TX 2,401 1,415 59%9. California State University-Fullerton CA 8,308 1,402 17%10. California State University-Long Beach CA 7,931 1,359 17%11. The University of Texas at San Antonio TX 5,406 1,340 25%12. Nova Southeastern University FL 7,551 1,322 18%13. California State University-Northridge CA 8,429 1,313 16%14. University of Central Florida FL 14,488 1,295 9%15. Valencia College FL 7,974 1,250 16%16. Broward College FL 6,499 1,186 18%17. University of Florida FL 14,689 1,140 8%18. The University of Texas at Austin TX 13,297 1,119 8%19. University of New Mexico-Main Campus NM 5,143 1,071 21%20. University of South Florida-Main Campus FL 10,689 981 9%21. San Diego State University CA 7,670 980 13%22. Ashford University IA 17,018 958 6%23. University of Houston TX 8,203 940 11%24. Texas State University-San Marcos TX 6,791 930 14%25. California State University-San Bernardino CA 3,646 927 25%

2012 IPEDS/NCES DATABASE TOTAL UNDERGRADUATE AND MASTERS DEGREES 2 AND 4 YEAR SCHOOLS

Reshaping the Latina Narrative

in Higher Educationby Michelle Adam

When Dolores Delgado Bernal was a child she heard hergrandmother and father tell stories about her Hispanicculture that she had never heard outside her house.

And then when she entered academia she suffered from whatshe now calls, “imposter syndrome,” a feeling of not belong-ing that makes one feel like an imposter.

“I heard a lot of stories that were never told in otherplaces. I wanted to tell the stories that counted to me and thatwere important,” said Bernal, professor of education, culture,and society and ethnic studies at the University of Utah and co-director of Adelante Partnership. “They were stories toldabout why Chicanas and Latinas were not succeeding inschool. The narrative was deficit- oriented, about how it wasour fault, our parents’ fault, and our community’s fault, andthat we didn’t care about education.”

Today, Bernal and other Latinas are not only enteringacademia, but they also are learning how to survive as first-generation participants in a traditionally white male institu-tion. Along the way, they are bringing with them their storiesand helping reshape higher education with their cultural gifts.But in order to bring their own stories to the table, they’vehad to challenge those stories or myths created by the domi-nant culture about Latinos.

“The stories not being told were of marginalization, ofoppression, of economic challenges, of immigration. Theyare stories of strength and resiliency, and how, despite ourobstacles, our community, and especially the women, haspushed forward in education,” said Bernal. “There’s also thedominant image that Latina mothers are passive, and yet indoing interviews with undergraduate students, I found howmany Latinas said that the strength of their mother is what theydraw from. My mom was my biggest role model and mentor.She worked full time, went to school, was a partner, and heldeverything together.”

When Bernal entered academia as the first in her family todo so (her mother received a high school diploma afterreturning to school when Bernal was in second grade), sheentered into an environment different from that in which manyLatinas grow up. She has since spent the past 16 years teach-ing, doing outreach work, and conducting research that hashelped her understand, explain, and reshape the educationalexperiences of Latinas/so and other communities of color.

WOMEN/ PROFILES


“Academia tries to force us to

engage in education as if there

is no meeting place between

the academic, the personal,

and the community. But they

can’t be separated.”Dolores Delgado Bernal, professor,

University of Utah and co-director ofAdelante Partnership

Bernal has contributed to the fields of education andChicana/o studies by examining the socio-cultural context ofthe education pipeline and investigating alternative definitionsof knowledge, teaching, and learning. She’s explored criticalrace-gendered epistemologies and home/community knowl-edge systems that stand in contrast to dominant Euro-American ways of knowing.

Through her research, teaching, and outreach activities,Bernal helps other Latinas to feel empowered through seeingand sharing their own experiences – a common one beingtheir experience of Nepantla within the American culture andin academia. Nepantla is a Nahuatl word meaning “inbetween”, and is often used to describe a place in which dif-ferent perspectives come into conflict. “Here two worldscome together in higher education for Latinas, and we haveto survive inside this place where transformation occurs,”said Bernal.

This space of differences is especially heightened whenLatinas enter the academic environment of competition andself-interest so different from that experienced within theirown culture. They bring with them a sense of family andcommunity where the personal and academic worlds aren’tseparate.

“Academia tries to force us to engage in education as ifthere is no meeting place between the academic, the personal,and the community. But they can’t be separated. When we dowhat academia tries to do, we experience a real void,” saidBernal. “We need to weave the different parts of ourselvestogether so they are stronger and more complete like a braid.Maintaining our ties to our culture, taking what our motherstaught us, makes us stronger.”

In graduate school, Bernal tapped into her natural Latinaways, and created study groups to help her do well, and con-tinues to support her students in doing the same. “I constantlyset up work collectively. All of us working together pushes usmuch further,” she said.

Latinas are faring better than Latinos in higher education(this could be due to several factors, shared Bernal: black andbrown men are more likely to be profiled, and Latinas mightstay more focused on studies because of more restrictions ontheir social life), yet they still lag far behind their white coun-terparts in higher education. Their growing numbers, howev-er, have created a more supportive sense of familia that hashelped change, bit by bit, their academic setting.

This change has been made possible by Latinas likeBernal who teach culture and alternative perspectives usingnew models that help the Latino culture be better under-stood and shared in academia. For example, the Chicanafeminist model has made it possible for students to alterstereotypical ways of doing research in academia. Ratherthan conduct focus groups to do research, students areusing platicas, informal conversations that are culturallynuanced, to gather information.

Today, more students, especially Latinas, in higher educa-tion also are using testimonials, as a method of gathering

information and conducting research as well. “Testimonios, the documentation of voices from the mar-

gins of society, were often used in Latin America to help bringpeople together. Today, there has been a real growth in takingup this genre of testimonials in the field of education,” saidBernal. “Qualitative, objective research has been the way, butnow there’s been a real explosion of testimonials in academiaas a way of research, and most have been produced byChicanas and Latinas.” Bernal said that from 1990-99 therewere about 30 dissertations done using this method, and from2000-09 there were more than 1800.

Latinas have begun to tell their stories and those of theircommunities through alternative research methods not usedmuch in the past. They also have incorporated the strength oftheir communal ways by doing research that engages theircommunities and provides services to them while connectingthese places more strongly to higher education.

“In the past nine years, we have had a pipeline ofLatinas/Chicanas and they have changed the climate of theivory tower. They bring an altruism to the table and show thatit belongs to our communities,” said Bernal. “They aren’t justresearching poor communities but are doing research thatengages the entire community. They are working with mothersto try to improve the education of their kids by creating men-toring programs and offering other services.”

While there’s still a long way to go before Latinas and theircultural gifts are fully incorporated into academia, Bernalconsiders herself a “realistic optimist” about the future. “Isee amazing Chicanas and Latinas shattering the way differentdisciplines are looking at our communities,” she said. “I amvery optimistic that these kinds of theories and frameworksare helping us change a system and become a part of a newway of doing business, where higher education is for all com-munities.”


Equity for Women Working inAcademia Goes from “BadNews” to “Plodding Progress”

Clearly, female students have made great strides in highereducation. Just 50 years ago, women comprised only 36percent of all students in postsecondary education.

According to the 2013 Women in Academia Report, Trackingthe Progress of Women in Higher Education, women becamethe majority of the college student population in 1979 andtoday make up 57 percent of all college students, earning moredegrees than men at nearly every level of higher education.

For women working in academia, the story is not such arosy one. Over the decades there has been progress forwomen in higher education in terms of access to the academicworkforce and in moving toward parity, more so in some dis-ciplines of study than in others. However, if we look at the lastsix years, the research shows a long way to go. Progress hasbeen slowest at elite Research 1 universities but slow progressis not restricted to that sector of higher education. In order tounderstand how women are faring in the academic workplacetoday, we need to look at what previous studies revealed abouttheir status and attitudes toward their advancement.

One of the most important pieces of research was releasedin 2008 and was based on the largest qualitative researchstudy of its kind – interviews with 80 female faculty at a majorresearch university, the University of California at Irvine. Thestudy, conducted with support from the National ScienceFoundation (NSF), found that many women faculty memberswere frustrated by a system that they believe undervalues theirwork, denies them opportunities for a balanced home life,sometimes involves overt discrimination and sexual harass-ment, and more often involves some form of “deeplyentrenched inequities” built into the culture of academia.

The research can be found in the 2008 article, “GenderEquity in Academia: Bad News From the Trenches and SomePossible Solutions” in the scholarly journal Perspectives onPolitics.

The authors and participants in the study believe the con-cerns found at the University of California at Irvine are notunique to that institution but rather reflect a pervasive climateof inequity in higher education for women in general and forminority women and men specifically.

Certainly other research at the time including AmericanAssociation of University Professor’s (AAUP) 2009 report, SoFew Women Leaders, pointed to sufficient evidence of wide-spread gender-based problems for women in higher educationincluding lower salaries, appointments at lower ranks, slowerrates of promotion, lower rates of retention, and less recogni-tion through awards.

The issues in the NSF research of six years ago show somegeneral areas of inequality and discontent. The key com-plaints revolved around devaluing positions once women arein them. Across disciplines women described a trend theylabeled, “gender devaluation” to reflect the situation wherebya woman moves into a senior level position and then otherstreat her role as more service-oriented and less substantive.

Another key issue involves how much service women pro-vide an institution. Women, particularly senior faculty, tend tobe picked disproportionately for service assignments that arevery time-consuming and then are criticized for not doingmore research. Their service also is so not considered forearning tenure.

Although many institutions have policies in place to makethe work environment more flexible for raising children andcaring for aging parents, the women in this study echoed acomplaint heard on many campuses. They said they felt thatthey could not take advantage of any special programs for fearof not being taken seriously as an academic.

And in areas where policies were not gender friendly, theseuniversity women said they often tried to figure out informalways to handle problems and issues for fear of retribution if

WOMEN/REPORTS


by Angela Provitera McGlynn

they actively pursued changes in policy. While women faculty at UC- Irvine focused on individual

solutions, the authors of the report, Prof. Kristin Monroe andher co-authors, called for working toward solutions for moreflexibility at research universities, for tasks to be assigned inmore gender neutral ways, for service work not to be pre-sumed “women’s work,” and to value women faculty’s contri-butions more highly. The university took issue with certainaspects of the report.

All this dates back to 2008. What does some of the recentdata show regarding the progress of women working inacademia?

The American Association of University Professors issued a2011-2012 report title, Distribution of Faculty by Rank, Gender,Category, and Affiliation. Here are some of the findings: • Women make up 45.5 percent of faculty at bachelordegree-granting institutions, 46.1 percent at master’s levelinstitutions, but only 38.1 percent at doctoral institutions• In non-tenure track positions in academia in the UnitedStates, women make up 32.2 percent of these positions whilemen make up 19 percent of non-tenure track positions• Women make up 23.9 percent of tenure-track positionswhile 19 percent of men are in tenure-track positions• This last finding might be the result of men making up 62percent of tenured faculty while women make up 44 percentof tenured faculty positions

When it comes to salaries for women and men in academiaaccording to rank, we see a gap but one that has narrowed overthe years. At the instructor level, women faculty members earn93 percent of what men earn at that level. For assistant profes-sors, women earn 91 percent of what male assistant professors

earn. For associate professors, women earn 92 percent of whattheir male colleagues earn, and for full professors, women earn90 percent of what male professors earn.

In certain areas of study, the struggle of women andminorities is particularly striking in academia. The NationalScience Foundation released its biennial report titled, Women,Minorities, and Persons with Disabilities in Science andEngineering, in February 2013.

According to the analysis of Michael Price in the article“Plodding Progress for Women, Minorities in Science,” theNSF report shows a depressing trend for underrepresentedminorities (URMS). (URMs usually refer to Hispanics, blacks,and Native Americans of both genders). Their rise to full pro-fessorships hasn’t improved in nearly two decades. In 1993,about 4 percent of all full professors across all institutionsand 2.5 percent of all full professors at Research 1 institutionswere URMs. In 2010, those numbers inched up to just 6 per-cent and 4 percent respectively.

URMs are slowly catching up with their white peers but at asnail’s pace – except for certain disciplines where there ishardly any movement at all.

As the primary author of the NSF report, JaquelinaFalkenheim, said in an interview about the report, "The trendsare very slow. It’s very gradual. I wouldn’t say there’s any-thing radically different from two years ago.”

The NSF report shows a “blinding whiteness” – a phraseused by Michael Price – to describe the science and engineer-ing workforce.

The higher education workforce is even whiter with whitemen and women making up 75 percent of all faculty membersat four-year institutions and 73 percent of all faculty members


Underrepresented minorities as a percentage of full-time, full professors with science,engineering, and health doctorates, by institution of employment: 1993-2010

Women, Minorities, and Persons with Disabilities in Science and Engineering: 2013www.nsf.gov/statistics/wmpd/

All institutions Research I Institutions

Percent25

20

15

10

5

01993 1999 2006 2010

http://www.nsf.gov

at university research institutions.The NSF report also noted salary trends and some of them

are surprising. For example, at four-year academic institu-tions, the group with the highest median salary 13 or 14 yearsafter earning a PhD is Asian-American men, not white males.At this stage, Asian-American men earn a median salary of$93,000 compared to the next highest earning group – whitemen – whose median salary was $83,000. White women hadthe next highest median salary, and then Asian-Americanwomen, and then URM men and women who clustered at thelowest median salary rung at $75,000.

What is surprising is that this is a snapshot view of peoplein higher education after 13 or 14 years and that picture isvery different from early career data. One to two years afterearning a PhD, Asian-American men are at the lowest end ofthe median salary scale. Asian-American men move to the topof the earning list sometime between years three and four andfive and six. The report offers some possible reasons why thisis so but we don’t know why with any certainty.

What we do know is that the trend is just the opposite forURM women who start out as the top-earning group after earn-ing a PhD and then 13 or 14 years later, they share the bottomposition of median salary with Asian-American women.

For all women in higher education, the path of progress inacademia is still slow despite the influx of women in some dis-ciplines. Obviously, in science and engineering, progress hasbeen extremely incremental at best.

In the article So Few Women Leaders mentioned above, theauthors say women are still underrepresented in academicleadership positions both in concrete numbers and relative tothe eligible pool of tenured women faculty. This finding hasbeen documented by studies done on academic leadership bymany academic institutions themselves as part of their accred-itation self-evaluations and by the National Institutes of Health(NIH). The authors further state:

Department chairs and academic deans can be keyagents of change in efforts to diversify the academy,encouraging new approaches to recruitment and equity inpromotion and tenure. However, women are even lesswell-represented among academic deans and departmentchairs than among full professors, raising questions aboutthe root causes for the persistence of gender inequity at thehighest ranks of academic leadership.

Women are in more high leadership academic positions in2013 than they were in 2008 but again the progress is muchtoo slow to achieve parity anytime soon.

Angela Provitera McGlynn, Professor Emeritus ofPsychology, is an international consultant/presenter onteaching, learning, and diversity issues and the author ofseveral related books.


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Women inMariachi

Music: An

UntamedSpirit

Dr.Leonor Xochitl Pérez walkedacross the outdoor stage at theWomen’s Museum of California

in San Diego dressed in a black mariachicharro suit with intricate design, carryingher violin. The more than 200 people inthe audience had come to hear ElMariachi Femenil, an afternoon concertof female mariachi bands, includingGrammy nominee, Trio Ellas.

But for Pérez, a classically trainedviolinist and mariachi player, the con-cert was icing on the cake of her morethan 10 years of research on nearly 70women in mariachi from the UnitedStates, Mexico and South America. Since1999, Pérez has joined forces with mari-achi trailblazer Laura Sobrino andauthor Nancy Muñoz, sharing theirresources to eventually produce theViva el Mariachi Femenil: MariachiWomen Pioneers 1903-2013 exhibit

that opened at the Women’s Museum, anelaborate pictorial, audio and visual cel-ebration of the history of women inmariachi music.

The concert featured RebeccaGonzales, the first female mariachi musi-cian in the U.S. to perform with a profes-sional high-profile male mariachi groupand with Mariachi Los Camperos, as wellas Trio Ellas, Mariachi Las Colibri, TheWomen of Mariachi de Uclatlán, and anAll-Star Female Mariachi Group com-posed of women who have influencedmariachi music.

It was the highlight of Pérez’s lifelonglove with mariachi music. “I’ve come fullcircle,” said Pérez, who is also theArtistic Projects Manager for the SanDiego Symphony. “I’ve traveled the world,earned degrees – even from Harvard –but my heart brings me back to this.”

“This” is her love, respect, passion,and awe of mariachi music and morespecifically, women musicians in thismale-dominated musical genre. “We’retaking the machismo out of mariachi.”

A Kickstarter online campaign broughtin foundation money, while support andstructure came from the Women’sMuseum. Articles, recorded interviews,artifacts, mariachi uniforms and vintagephotographs filled the museum.

The exhibit was a personal milestoneas well as a professional one. Mariachimusic was the connection to Pérez’s

WOMEN/PROFILES


Dr. Leonor X. Pérez, researcher, creator of the Viva El Mariachi Femenil! exhibit that debuted at theWomen's History Museum in San Diego. Pérez has performed with mariachi bands since her teen years.

by Sylvia Mendoza

roots. It offered an opportunity to fur-ther her education. It gave her aninkling of the power a female mariachimusician has to upend stereotypes.“Women benefit when they play mari-achi music, certainly,” says Pérez. “Theyescape from traditional gender roles,gain power and acquire a voice. There’sa lot of freedom of expression and self-identity when you can throw a grito andlet loose that inner power. When I sang,people listened.”

The Roots to Self-Identity Beganwith Mariachi Music

Although her parents were born inFresno, Calif., they were sent to Mexicofor repatriation, which affected Pérez’sself-identity. “Culturally, we wereMejicanos. Technically we were notimmigrants but we lived an immigrantlife as farmworkers.”

Her parents were untrained musi-cians, even though her dad played pianoand guitar by ear. Growing up in EastLos Angeles, Pérez and her sisters allplayed and/or sang with theirPentecostal church, a world away fromanything as secular and “worldly” asmariachi. “It was certainly not music agirl played, especially because it wasplayed in bars and where womenshouldn’t be,” she said.

Even so, her rebellious nature kickedin and she began playing at age 9.

Through an unlikely series of events,mentors and bucking of tradition, shetook flight. In seventh grade, she joinedher first mixed-gender mariachi band.Her mentor, Jesús Sánchez, known asDon Chuy, took her under his wing.

Pérez performed for 11 years beforetaking a 10-year hiatus. Through a femi-nist theoretical framework, she startedher search for identity. “The theme thatcuts across all generations is thatwomen have felt constrained in theirdaily lives, as far as expectations of whothey should be,” she says.

Her essay, “Transgressing the Taboo:A Chicana's Voice in the MariachiWorld,” was published in the 2002 bookChicana Traditions: Continuity andChange by Norma Cantú. She noted: “Irealized that as a Chicana, mariachi, andemerging scholar, I am armed withadditional tools with which to transgressthis taboo and carve out a space formyself and other women like me in themariachi world.”

The power was traditionally held bymale musicians. Even the charro suitreflected machismo in the color, the fitof the bolero jacket, and the botonadu-ra, the silver buttons that line the outerside of the pants. The black and silverwas traditionally worn by wealthyMexican ranchers and denoted powerand ethnic pride.

Still, playing gave Pérez direction. “I

needed to find my voice.”Pérez’s “Mariachi Myth” shows how

the media focuses on male high-profilemariachi groups and promotes the ideathat there are only a handful of womenmariachi groups. Many women haveplayed only in school-based or semi-professional groups, even though hun-dreds of women of all ages, from allplaces and of all ethnicities have helpedkeep the musical tradition alive.

This participation shows the transfor-mative power of mariachi. “Women canexpress themselves. It allows them to bemore assertive and independent in theireveryday lives,” said Pérez. Being in amariachi band transformed her life andher self-confidence. “I was very aware ofmy academic failings in junior high andhigh school and never thought I couldpursue higher education.” Her optionwas to become a mariachi, which ledher to other avenues of learning. As itbecame engrained in her heart, hermind opened to higher education.

The Long Way AroundPérez did not take the traditional edu-

cational route. Mariachi music openeddoors for her in other ways. She learnedfrom the media arts education program,where she wrote articles for the youthnewspaper, La Paloma. Eventually sheapplied for and earned an internship sheheard about through Plaza de la Raza towork as a student reporter for theRobert F. Kennedy Memorial Foundationin Washington, D.C.

Don Chuy put her in touch with DanSheehy, the director of the only mariachigroup in D.C. Mariachi de las Americasbecame her home, her inspiration andher financial savior. She played profes-sionally with the group long after herinternship ended. They played the WhiteHouse inaugural ball in 1981 and manygovernment agency events. “RememberMrs. Reagan with the signature reddress?” asks Pérez. “I was there.”

When she returned to California, sheknew she needed a formal education toprogress. In eight years she earned herBA in psychology from UCLA, a master’sin human development and psychologyresearch from Harvard and a PhD ineducation from UCLA. She ended upworking in a variety of positions at UCLA,East Los Angeles College and Harvard


Dr. Leonor X. Perez (left), Dr. Lauryn Salazar (UCLA Ethnomusicology PhD '11) (center), and UCLA Ethnomusicology PhD candidate Jessie Vallejo (right, with violin) pose together in the ¡Viva

El Mariachi Femenil!

Medical School – as the program man-ager for the Center of Excellence inMinority Health. It seemed, however, thatthe more she delved into academia, theless she played.

“It was horrible to be an outsider ina world you were so much a part of,”she said.

While at UCLA, she was walking past themusic department and heard the familiarstrains of mariachi music – and realizedhow much she had missed it. Don Chuyhad started/directed university-basedgroups, including UCLAtlan, from UCLA’sInstitute of Ethnomusicology in 1961,Pérez says. The graduate and PhD studentsstudying ethnomusicology brought theirpassion to life through playing.

Pérez played again and continued herresearch. Once she started working withthe symphony, it allowed her to exploredifferent ethnicities and develop music.“Funny how it all seems related now,”she says. “There are definite cognitiveand social psychology positive effectsbetween music and people’s lives.” Shewondered how to use the experience tocontribute to society.

Impact of Women in MariachiWomen in mariachi have definitely

added a positive contribution to society,offering healing, identity, and expres-sion, says Pérez. “The music just movesus emotionally. It incorporates so manystyles like polkas and boleros that arerelatable, but it’s a fusion with nationalethnic identity.”

There are approximately 30 activewomen mariachi groups in the U.S., 60in Mexico and South America, but thereare also many women who play in mixedgender groups.

The earliest documentation of awoman mariachi musician was RosaQuirino, in 1903. She was 12 when shewas started playing violin and singing inan otherwise all-male group in LaEscondida, Nayarit, Mexico. Between the1940s and 1950s, three prominent all-women mariachi groups rose to semi-fame in Mexico City – Adela y SuMariachi de Muchachas, MariachiFemenil Estrellas de Mexico andMariachi Las Coronelas.

Pérez was most moved by LosAdelitas, the first Mexican mariachigroup. “Adela was a Renaissance

woman and a trumpet player who did itprofessionally, and did it well. She wasalso a teacher of the music to otheryoung women,” she said.

Las Rancheritas was made up of fourgirls who performed in Vietnam in1967-1968. There was a social, politi-cal, and historical backing of theiradventures in a piece called “Love, Warand Mariachi.” “Elvira” was the musicaldirector of the group and wrote themusic – and she was only 16. Watching

Dizzy Gillespie, she was seduced musi-cally, says Pérez. “Her highlight shouldhave been like a prom; instead it wasgoing to Vietnam. They went throughBlack Widow Mountain, the hottest warzone in Vietnam and to vets’ hospitals.”

On the contemporary front is CindyShea, director of Mariachi Divas, whichwas nominated for a 2013 Grammy. Shebrought in a tropical feel, ethnic identityand cultural ownership to the music,and the group became a moneymaker.

Sobrino, Pérez’s colleague, is also themusical director and a violinist for theMariachi Mujer 2000, which in August2008 represented the Americas at theOlympic Opening Ceremonies in theBird’s Nest Stadium in Beijing, China.Pérez also has performed with this group.

Every single woman they unearthedand celebrated inspired Pérez on adeeper level than she could ever haveimagined.

LegaciesWhen she had her daughter at the age

of 39, it was important that Pérez shareher love of cultural engagement, free-dom of expression, and the passion forroots and music that runs deep, acrossgenerations, she says.

Her daughter played the violin in LosAngeles and while living at Harvard withPérez, tried her hand in African drum-ming. “Now she tells me she wants to trythe guitarrón.”

She hopes the legacy lives on beyondher own family. Pérez currently is writinga book that relates with the exhibit.Starting a woman’s mariachi group in SanDiego is a possibility. “My vision is tohave mariachi girls who are 15 andyounger and give them space and sup-port. It would be great to have a women’sworld music festival from different conti-nents that can change the world view.This is just a slice of a bigger picture.”

As for Pérez, she has found her iden-tity – and her voice. “Mariachi music isa passion in my core. It has sustainedme emotionally throughout my life. Ican’t live without playing this music. Myuntamed spirit was always in the mar-gins of this music.”

Viva el Mariachi Femenil! will openin March at the San Gabriel MissionPlayhouse in California, topped byanother female-only mariachi concertperformance.


Mariachi Las Adelitas. 1950s, Mexico City

Mentors a Key to Latinas’Successby Yvette Donado

Aska Latina leader what propelled her success, andshe is likely to mention having had a good men-tor or mentors. Conferences, training and other

gatherings increasingly offer sessions on mentoring. ¡Bravo!It’s an easily accessible tool to help advance into leadershiproles.

With 25 years in the corporate world and now 12 more innonprofit human resource management at Educational TestingService (ETS), I have had wonderful mentors and now mentorothers. Along the way, I have learned a good deal.

Here is my take: First, mentoring takes many forms. Largenonprofits and corporations often have formal mentoring pro-grams. These are fine, worthwhile services. Usually they pairpeers or colleagues, however, and fail to take advantage ofvaluable mentor-mentee relationships beyond the workplace.

Second, a mentor need not be a peer or colleague. Amongmy mentors was a Cuban-American shop owner where I grewup in New York City. He had little formal education, andimparted wisdom gained from his “PhD of the streets.” Alongwith my parents, who came from Puerto Rico to find work andwho also lacked formal education, he inculcated in me theimportance of education, taking tests, retaining Spanish andvaluing my Puerto Rican culture.

My second mentor was my first boss. He took a risk, hiringa young, ambitious sociology major to head human resourcesfor his startup in Manhattan. I like to think that his mentorshipand my will to serve were key factors in turning that companyinto a successful worldwide operation.

At that company, and since joining ETS in 2001, I was luckyto get the right training. One thing I learned was the value of“sponsorship.” A mentor can be anyone, while a sponsorbecomes an advocate within your own organization.

This means looking out for opportunities to position anemployee, whether at a social event, a key meeting or toengage senior managers. It means sharing knowledge on theissues of the day. Information is power. It is rewarding toknow that my mentees are developing well as the next leadersin our organization and in their communities.

A mentor need not be a colleague or Latino for that matter.She or he can be from any walk of life – a laborer or a Nobel-worthy scientist, with a differing set of experiences and values.The key is that other points of view add to a mentee’s outlook,plans and ambitions.

The intelligence, ambition and willingness to serve demon-

strated by the interns, fellows, scholarship recipients andother young Latinos with whom I interact regularly grow everyyear. Through these relationships with our emerging leaders,we gain as well as guide. And our communities and ournation are the better for it.

Yvette Donado is the chief administrative officer andsenior vice president for people, process and communica-tions at Educational Testing Service, Princeton, N.J.

WOMEN/ORGANIZATIONS


Yvette Donado


MANAGEMENTThe University of North Carolina Asheville Depart-ment of Management and Accountancy, accredited byAACSB International, invites applications for atenure-track Assistant Professor position in Manage-ment to begin Fall 2014. Rank and salary will be de-termined according to degree and level of teachingexperience. The successful candidate should possess aPh.D. in Management or related field (e.g., BusinessAdministration, Public Administration, or Organiza-tion Studies). Preference will be given to those indi-viduals with an academic background inOrganizational Behavior, but other disciplines may beconsidered such as decision sciences, human resourcemanagement, public management, or internationalmanagement.

Desired candidates will have the flexibility to teacha variety of courses within the department. Success-ful candidates should also be prepared to teach out-side the department in our Liberal Arts Core – UNCAsheville’s interdisciplinary liberal arts curriculum,required of all our undergraduates – including ourHumanities program, writing and diversity intensivecourses, and the first-year seminar series. Candidatesmust demonstrate excellent teaching skills and anability to perform research commensurate with main-taining disciplinary currency in a liberal arts under-graduate environment. An active research stream inthe candidate’s area of expertise is preferred, but can-didates with broader teaching and research interestsin globalization, sustainability, workplace diversity,or social and environmental entrepreneurship arestrongly encouraged to apply. Consideration will alsobe given to those with demonstrated knowledge andability to work effectively with diverse student andcommunity populations, each of which are culturally,ethnically, and linguistically diverse, and the poten-tial to contribute to the diversity and excellence ofthe academic community through their research,teaching, and service.

Candidates should send a current vita, statement ofteaching philosophy, three reference letters, and ev-idence of teaching ability to Dr. Micheal Stratton,Search Committee Chair, [email protected]; or,One University Heights, CPO 1850, Asheville, NC28804. Online submission by or before March 5,2014 is strongly preferred. Application review willbegin immediately.

UNC Asheville, located in the Blue Ridge Mountainsin Western North Carolina, is the designated publicliberal arts institution of the University of North Car-olina system, committed to student-centered teach-ing and to being an inclusive campus community. Weencourage applications from women and tradition-ally underrepresented minorities. UNC Asheville iscommitted to increasing and sustaining the diversityof its faculty, staff, and student body as part of its lib-eral arts mission. As an Equal Opportunity/Affirma-tive Action Employer, UNC Asheville does notdiscriminate in its hiring or employment practices onthe basis of race and ethnicity, age, religion, disabil-ity, socio-economic status, gender expression, gen-der and sexual identity, national origin, culture andideological beliefs.

University of South Florida System is a high-impact, global research system dedicated tostudent success. The USF System includes three institutions: USF; USF St. Petersburg; andUSF Sarasota-Manatee. The institutions are separately accredited by the Commission on

Colleges of the Southern Association of Colleges and Schools. All institutions have distinct missionsand their own detailed strategic plans. Serving more than 47,000 students, the USF System has anannual budget of $1.5 billion and an annual economic impact of $4.4 billion. USF is a member ofthe American Athletic Conference.

Administrative and Executive Positions:University Communication & Marketing (3) Academic Affairs (1)Digital Marketing Director Director of Institutional Research

St. Petersburg Campus)Creative Director Regional Admissions AdvisorSenior Marketing DirectorDirector of Events

Faculty Positions: College of Medicine (10) College of Public HealthFull, Associate, Assistant Professor (Pharmacy) Postdoctoral Scholar Research (2)Assistant Professor (Physical Therapy & Rehab. Sciences) Family Nurse Practitioner College of the Arts- School of Music (2)Assistant Professor (Gastroenterology/Esophagology) Assistant Professor (Composition) Assistant Professor (General OB/GYN) Assistant Professor (Piano)Assistant Professor (Cardiology)Assistant Professor (Dermatology) College of Arts and Sciences (7)Associate/Full Professor (Senior Faculty Biostatistician) Visiting Instructor (English)Postdoctoral Scholar (Pharmacy) Assistant Professor (4)Postdoctoral (Research) Instructor (2)

College of Engineering (1) Faculty Coordinator (E-Learning/Instructor-Sarasota Campus)

Instructor (Mechanical Engineering) Assistant Professor (Information Technology-Sarasota Campus)

Director (Institutional Research-St. Petersburg Campus)Director (Business Services-St. Petersburg Campus)

For a job description on the above listed positions including department, disciple and deadline dates: (1) visit our Careers@USF Web site at

https://employment.usf.edu/applicants/jsp/shared/Welcome_css.jsp; or (2) contact The Office of Diversity and Equal Opportunity, (813) 974-4373;

or (3) call USF job line at 813.974.2879.

USF is an equal opportunity/equal access/affirmative action institution, committed to excellence through diversity in education and employment.

www.usf.edu • 4202 E. Fowler Ave, Tampa, FL 33620

Download the HO app from:

https://employment.usf.edu/applicants/jsp/shared/welcome_css.jsp


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St. Joseph’s College, Brooklyn Campus is seeking a full-time assistant professor in the department of Child Study,with a specialization in Special Education, for a tenure-track faculty position beginning September 2014.Responsibilities include teaching undergraduate andgraduate courses in special education on the birth – 6thgrade certification level; supervision practicum and studentteaching experiences; advising majors at the undergrad-uate and graduate level; serving on department and col-lege committees; and engaging in scholarly activity.Qualifications include a doctorate in Special Educationfrom a regionally accredited college or university, andNew York State Students with Disabilities certification,preferably in Early Childhood and/or Childhood. A mini-mum of two years of teaching students with disabilities isrequired, and higher education experience is preferred.Infusion of technology into instruction is expected.

Send CVs to Susan Straut-Collard, 245 Clinton Avenue., Brooklyn, NY 11205

EOE - M/F/D/V

ASSISTANT/ASSOCIATEPROFESSOR

OF CHILD STUDYwith specialization in Special Educaton

LI Campus. The Department of Biology invitesapplications for a tenure-track position inBiology, beginning in September 2014 in itsPatchogue, LI Campus. Successful candidates willteach lecture and laboratory courses supportingthe pre-healthcare programs, the biology majorand the core for non-science majors. Candidatesmust have a Ph.D. in Biology, demonstrate a com-mitment to high-quality undergraduate educa-tion and have a strong interest in encouragingstudent scholarship and research. Preference willbe given to candidates utilizing moleculartechniques in either: Botany, Ecology orEnvironmental Science or specializing in thefields of: Population Genetics, Ecological Geneticsor Environmental Biology. Previous teachingexperience at the college level is desirable.

Send CV and cover letter to Dr. Frank Antonawich [email protected]

for consideration. Applications will be accepted

until March 31, 2014.EOE - M/F/D/V

BIOLOGY FULL-TIME TENURE TRACK POSITION


Associate Vice President for Academic Affairs

Kean University is a vibrant and diverse institution offering world-classeducation in more than 48 undergraduate and 35 graduate programs. Keandistinguishes itself through excellence in academics, strategic investmentsin both research and cultural facilities and initiatives and a commitment tothe success of every student. Dedicated to preparing students for rewardingcareers, lifelong learning and fulfilling lives, Kean offers a broad range ofdisciplines, the expertise of a diverse and world-savvy faculty and astudent-centered learning environment and campus community. TheUniversity sits on three adjoining campus sites in Union County, NewJersey covering 180 acres, two miles from Newark Liberty InternationalAirport and thirty minutes from New York City, with an additional locationin Ocean County, New Jersey. Kean University also operates a unique,additional location in Wenzhou-China, where development of a full-scalecampus is currently underway.

Kean is seeking a well qualified and committed individual to fill theposition of Associate Vice President for Academic Affairs. The AssociateVice President will support and assist the Provost and Vice President forAcademic Affairs in the leadership, management and day-to-day oversightof selected units in the Division of Academic Affairs, consisting of sixcolleges, the New Jersey Center for Science, Technology and Mathematics,the University Library and several academic support units, such asinternational student services, learning support and research and sponsoredprograms. The Associate Vice President exercises direct managerialoversight of the University’s major academic student support efforts,including the Center for Academic Success and the EducationalOpportunities Center, as well as the Center for International Studies, theOffice of Accreditation and Assessment, Enrollment Management, theOffice of Research and Sponsored Programs, the Center for ProfessionalDevelopment and Wenzhou-Kean Academic Affairs; oversees budgetaryoperations for the Division; assists the Provost and Vice President with themanagement and development of Division-wide policies and procedures;and performs additional duties as required.

Qualifications: Graduation from an accredited college with a Master’sdegree and a minimum of six years of professional experience in highereducation or a similar organization required. A minimum of three years of therequired experience must be in administration. Doctorate degree is preferredand can be substituted for one year of the required experience. Candidatemust have excellent writing and analytical skills and a record of academic andadministrative accomplishment commensurate with appointment to a highlevel administrative position in a large and growing university.

Application: Please send cover letter, resume and contact information forthree professional references to: Search Committee Chairperson, Office ofthe Provost and Vice President for Academic Affairs, Kean University, 1000Morris Avenue, Union, NJ 07083. Candidacy review begins immediatelyand continues until appointment is made. Salary is competitive andcommensurate with qualifications and experience. Official transcripts forall degrees and three current letters of recommendation are required beforeappointment.

Kean University is an EOE/AA Institution

Nominations and applications are being accepted forthe position of Associate Vice President and Dean ofUndergraduate Studies. The AVP reports directly tothe Provost and Vice President for Academic Affairsand serves on the Academic Affairs Council and theAdministrative Council. The primary focus of theoffice is on student success. Undergraduate Studies iscomposed of the following offices: Advising andAcademic Services, Early Assessment Program,Educational Opportunity Program, Faculty/StudentMentoring Program, Graduate Writing Center, HonorsProgram, Learning Center, Office of StudentRetention Projects, SAIL Program (federal TRIOStudent Support Services program), SupplementalInstruction, Testing Office, and the Writing Center.The AVP facilitates developmental programs inMathematics, the First Year Seminar and SpecialMajors and responds to student requests for courserepeats, readmission, and course substitutions. The AVP of Undergraduate Studies is responsible forproviding leadership in several broadly defined areas.The AVP is responsible for academic outreach to theK-12 community to enhance college readiness.Supporting the Dean in that work is the Coordinator ofthe Early Assessment Program. The AVP also ensuresthat CSUSB provides the full array of placement andproficiency tests for potential students and providesleadership for the Early Start Program, a cross-divisional effort mandated by the Chancellor’s Office.The AVP provides administrative oversight for theAcademic Affairs allocation of Student SuccessInitiative funds. Working in collaboration withAdmissions and Student Recruitment as well as theFinancial Aid Office, the Dean oversees thePresident’s Academic Excellence Scholars Program.

The AVP provides administrative support to the General Education Committee and theCritical Thinking Committee. Finally, the AVP serves on the Provost’s seniorleadership team and provides advice and notice regarding all issues likely to affect theDivision of Academic Affairs. The Dean analyzes CSU Executive Orders and draftspolicy statements for the campus for those Executive Orders that affect the AVP’s areasof responsibility. Candidates must possess: • an earned doctoral degree in a discipline represented in the university;• a record of teaching, service, and scholarly activity sufficient to achieve tenure at the

rank of Professor in a department;• a record of five years of successful and innovative administrative leadership in

higher education and/or professional experience;• evidence of effective communication and organizational skills;• a record of successful involvement in educational equity programs;• a commitment to academic excellence and to serving the needs of a diverse, urban

community;• ability to analyze complex issues, manage multiple priorities, and respond

proactively in addressing academic issues;• experience in the development and management of college honors programs.Desirable qualifications:• Knowledge of issues and trends in student learning and outcomes assessment,

retention theory, student success practices, educational policy development, andstrategic planning;

• Ability to lead a team of diverse constituents and individuals to foster collaborationand engagement between the campus and the community.

The successful candidate will be joining an institution that is changing the lives of thestudents who attend here and materially improving the quality of life in the region.Compensation is competitive and commensurate with experience and qualifications.Review of applications will begin on March 31, 2014, and will continue until theposition is filled. The applicant is asked to submit a letter of application and a resume,accompanied by the names, e-mail addresses, telephone and fax numbers of threereferences. Please forward applications and nominations (electronic submittals arepreferred – send as Word attachments) to email address [email protected] ormail to: Dr. Jeff Thompson, Chair, Office of the Provost and Vice President forAcademic Affairs, Search Committee for Dean of the Palm Desert Campus, 5500University Parkway, San Bernardino, CA 92407.For confidential inquiry, contact Jeff Thompson ([email protected]).

California State University,San Bernardino is the onlyCSU serving the InlandEmpire. CSUSB has themost diverse studentpopulation of any universityin the Inland Empire, and ithas the second highestAfrican American andHispanic enrollments in theCSU. The university offersmore than 70 traditionalbaccalaureate and master’sdegree programs, educationcredential and certificateprograms, and a doctorateprogram in educationalleadership. Every one of itsacademic programs that iseligible has earned nationalaccreditation. Seventypercent of those whograduate are the first intheir families to do so. Theuniversity has anundergraduate enrollment of16,000 and a graduatestudent population of 2,300.CSUSB has a satellitecampus in the Palm Desertarea, roughly 70 milessoutheast of the maincampus. Our location putsus within easy drivingdistance of majormetropolitan areas such asLos Angeles and San Diegoas well as scenic mountains,beaches, and the desert. Wealso have easy access toboth rail and airline travel.

ASSOCIATE VICEPRESIDENT AND DEAN OF

UNDERGRADUATE STUDIES

California State University, San Bernardino is an Equal Opportunity Employer committed to a diversified workforce.


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You have to learn the rules of the game. And then youhave to play better than anyone else. – Albert Einstein

Schools are usually run according to middle-class rules –unspoken ways of thinking and doing – but Latino stu-dents who come from generational (not situational)

poverty do not always know or have extensive experiencefollowing them. Preparing Latino students for higher educa-tion includes teaching them how things work, why and whatis expected. Without that information, they cannot be fullyin the game.

As generationally low-income Latino students move viaeducation from a life of survival and focus on relationshipsto a middle-class focus of achievement and work, a majorshift in thinking, speaking and behaving must occur in orderto succeed.

Understand first the view of relationships. For Latinos ofany socioeconomic class, relationships are primary, butonce a person becomes more educated, a shift in relation-ships begins. Education presents the threat to some that aloved one might change and leave, so family and friendsmight exert pressure on the college student to not permit it.Beyond very real financial considerations, Latino studentsoften hear criticism or worry by family over their choice ofnew friends, their plans to travel and their long-term careerambitions. Instead of the Latino student receiving the sup-port she needs, she might be questioned with doubt abouther choices and exhorted to seek something more familiar,safer and closer to home. If the student pursues goals thattake him farther away from the group, he might return tofind that the circle at home has closed, leaving him out ofplans and activities that were once routine and eagerly antic-ipated.

How the world is viewed and defined also changes forLatinos who come from generational poverty to the world ofhigher education. What used to be a small, local, definedand familiar area is suddenly discussed in national or inter-national terms. Suddenly, the aperture opens and there are

innumerable things to experi-ence, learn and consider.With the Latino student’s defin-ition of the world expanding,relationships expand, too. A more diverse group of friendsemerges, different in culture, religion and social class. Theuniversity becomes the student’s new world – different andlarger than the one from which they came.

Conflict resolution is also different among socioeconomicclasses, and Latino students going from generational povertyinto higher education will find themselves thrust into situa-tions where words – not physical force – are the mainsword and shield used to manage conflict and assure pro-tection. Teachers and mentor adults can help Latino stu-dents learn to defend themselves, advocate for friends orfight for a social cause.

Small wonder that Latino students from generationalpoverty – poverty that spans the years, not simply a time-limited situation – cross a value-defined border every timethey approach school. Teachers and mentor adults can helpLatino students understand and follow the new rules of high-er education and the middle class:

• Who you know – relationships – are still important,but what you know – competence – is what will include orexclude you from the group. Whatever you do, do it well, ifnot better than everyone else.

• Think bigger. The university – a place that studiesand values the entire world and beyond – awaits you.

• Words are the main tool for making your waythrough college and to wherever you want to go. Reading,writing, conversing and public speaking build and sharpenthose tools.

• If you’re good at the game, you will enjoy being init. Practice, practice, practice.

Helping Latino students from generational poverty learnand feel more comfortable with the hidden rules of highereducation decreases the risk that they will feel out of placeand drop out. It is a game-changer.

LATINOS MUST LEARN THE RULES OFHIGHER ED

Priming the Pump...

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

02/24/2014 Women in Higher Ed.

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