12/01/2014 inspiring latinos to graduate

DECEMBER 1, 2014 www.HispanicOutlook.com VOLUME 25 • NUMBER 5

Minority Women in IT Careers Congresswoman Ileana Ros-Lehtinen

DECEMBER 1, 2014 www.HispanicOutlook.com VOLUME 25 • NUMBER 5

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Ahigh school reunion is a march back in time. It cel-ebrates the best of times when the world wasgolden and evokes the sadness of nostalgia in the

memories that remind you of the way we were while ac-cepting the realities of what we have become.

If you graduated with the class of ’55--as I did--it meansyou’re long in the tooth–assuming you still have some--and but a whimper of the Greek Adonis or the big manon the campus you thought you were.

Does anyone have class reunions anymore? Theyseem an anachronism in today’s world but someteenyboppers of the 50s--myself included--still do aswe cling to the vestiges of happier days and unencum-bered times.

Sadly, we’re becoming less of what once was aclass of over 100 and every year, I, and many of mysurviving classmates travel to San Benito, my borderhometown in Texas, to revisit old times and bask inthe memories of yesteryear even though, in part, theycame with complications.

We gather for a three-day retreat at the home of a for-mer classmate, Louie Oden and wife, Judy, to get updateson classmates, compare photo albums of our grandkids,reminisce about those good old days, so we say, and holdimpromptu entertainment and sing-alongs mimickingthat era.

Something else is happening here that today’s gener-ation would probably not understand and deem improb-able if not imaginative.

We are one.In the 1950s and 1960s, San Benito, like most U.S.-

Mexico border edge towns, was a bifurcated communitythat impacted our social and economic activities short ofour academic endeavors, meaning intellect was not dis-criminating.

We lived a peaceful and respectful coexistence but tobe blunt, didn’t associate socially with each other eventhough we depended on one another for our everydaycommunity tasks.

The Anglos lived on their side of town; we lived on ours.We had our churches, they had theirs even though theymight be of the same denomination.

They had their clubs, such as the Lions Clubs and Elks,and we had ours like the Knights of Columbus or otherchurch- related societies.

Their daughters participated in the Cotillion Ball or Cot-

ton Festival but not ours because it was by membershipand invitation.

Growing up in San Benito, I can’t recall ever visiting orbeing invited into an Anglo home and we didn’t invitethem to ours though it was more by convention than prej-udices.

Such attitudes reached into our high school, class of’55 included.

There was no animosity but on the school grounds, theAnglos stuck to the north side and the Latinos stayed onthe south side.

They all spoke English and knew no Spanish and wespoke English--a prerequisite for school entry--but pre-ferred to communicate in Spanish.

In our high school assembly programs, the Anglos saton the east side and we took the west side and woe toanyone violating that code.

I can’t recall any Latino of that era mixing socially, dat-ing an Anglo or escorting them to a high school socialevent though there were clandestine trysts like the Latinofootball hero who eloped with the pretty Anglo coed, ahappening of scandalous proportions for those times.

Our high school’s Vanity Fair, an ethnic event of highschool royalty, was a bit more democratic and politicallydriven because it was by vote and we were approachinga time when our ethnic numbers were almost equal.

I was elected to the court my junior and senior yearswhich I must confess was largely by judiciously receivingthe support of key and popular Anglo student leaders.Hey, one had to learn the art of politicking early.

It’s no longer that way. The amalgamation of Latinosand Anglos is solid as the reunion at Louie and Judy’shome showed.

We have arrived at the day where we now literally andfiguratively embrace each other with social and ethnicbarriers long removed.

We are one. (A self-disclosure: I extended the Latino-Anglo rela-

tionship by marrying an Anglo University of TexasAnglo coed)

Carlos D. Conde, award-winning journalist and commenta-tor, former Washington news and foreign correspondent,was a communications aide in the Nixon White House. Toreply to this column, write to him at [email protected])

LATINO KALEIDOSCOPE

A High School Reunion Revisited: We Are OneBy Carlos D. Conde


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Contents6 College of Mount Saint

Vincent Shows Skill inGraduating Hispanicsby Gary M. Stern

9 Stepping it Up for MinorityWomen in IT Careersby Michelle Adam

12 Upward Bound: Success Spans50 Years and Beyondby Sylvia Mendoza

16 Latina Congresswoman Ileana Ros-Lehtinen Can’t BeStereotyped on Issuesby Margaret Sands Orchowski

19 Expanding Study Abroad forMinority Studentsby Frank DiMaria

DECEMBER 1, 2014

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Cover: College of Mount Saint Vincent


Departments3 Latino Kaleidoscope

A High School Reunion Revisited: We are Oneby Carlos D. Conde

22 Own It!Entrepreneurial Mindset PromotesAcademic and Business Successby Marvin Lozano and Miquela Rivera

23 Uncensoredby Peggy Sands Orchowski

24 Book ReviewThe Rise of Sonia Sotomayor and the Politics of Justicereviewed by Mary Ann Cooper

Interesting Reads

Back Priming the Pumpcover Where in the World is

Carmen Sandiego?by Miquela Rivera

Published by “The Hispanic Outlook in HigherEducation Publishing Company, Inc.”

PublisherJosé López-Isa

Executive EditorMarilyn Gilroy

Senior EditorMary Ann Cooper

Washington DC Bureau Chief Peggy Sands Orchowski

Contributing EditorsCarlos D. Conde, Michelle Adam

Contributing WritersGustavo A. Mellander

Administrative Assistant/Sales AssociateTomás Castellanos Núñez

Research & Development DirectorMarilyn Roca Enríquez

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Advertising CoordinatorMagaly LaMadrid

Article ContributorsFrank DiMaria, Marvin Lozano, Sylvia Mendoza,

Miquela Rivera, Gary M. Stern

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Editorial PolicyThe Hispanic Outlook in Higher Education Magazine® is a nationalmagazine. Dedicated to exploring issues related to Hispanics in highereducation, The Hispanic Outlook in Higher Education Magazine®ispublished for the members of the higher education community. Editorialdecisions are based on the editors’ judgment of the quality of the writing,the timeliness of the article, and the potential interest to the readers ofThe Hispanic Outlook Magazine®. From time to time, The Hispanic Outlookin Higher Education Magazine® will publish articles dealing withcontroversial issues. The views expressed herein are those of the authorsand/or those interviewed and might not reflect the official policy of themagazine. The Hispanic Outlook in Higher Education Magazine® neitheragrees nor disagrees with those ideas expressed, and no endorsement ofthose views should be inferred unless specifically identified as officiallyendorsed by The Hispanic Outlook in Higher Education Magazine®.

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College of MountSaint VincentShows Skill in Graduating HispanicsBy Gary M. Stern


Aprivate college in the Bronx, which often fallsunder the radar screen of higher profile univer-sities in the New York City area, is succeeding

with Latino students, particularly those who major inthe sciences. The College of Mount Saint Vincent israted in the top 10 of Hispanic-Serving Institutions forgraduating Latinos and has the highest graduation ratein the country for Hispanic students majoring in thesciences.

It’s also done an effective job of attracting Hispanicsin large numbers. In fact, Hispanics now comprise 35percent of its student body. Mount St. Vincent alsoearned a federal grant to help Hispanic students. What’sthe secret to its success with Hispanic students?

Indeed it has been named a Developing Hispanic-Serving Institution. Accompanying that designation, itwas awarded a five-year $2.3 million federal grant fromthe U.S. Department of Education, starting with$458,000 in 2014-15. To be eligible, colleges needed tohave at least 25 percent Latino enrollment, which theCollege of Mount Saint Vincent surpassed by 10 percent.

Earning that grant and being named an HSI enablesthe college “to invest in the programs we already have,”Sarah Stevenson, dean of the undergraduate college,said. Moreover, it allows the college to hire a full-timeliteracy specialist, increase tutoring services and estab-lish a summer program for incoming students.

As Mount Saint Vincent’s president, Dr. Charles L.Flynn, Jr. noted, “Nationally, too many Hispanic stu-dents who enter college are leaving before they reach thesecond year, often due to their being underprepared orinsufficiently connected to opportunities like intern-

ships, career services, support programs or advising.”In fall 2013, Mount Saint Vincent had nearly 1,500

undergraduates. Of that number, 35 percent are His-panic, 28 percent white, 16 percent African-American,10 percent Asian-American, 6 percent bi-racial and 5percent unknown, so nearly half of its students are mi-nority. The most popular majors on campus are nurs-

I N S T I T U T I O N S

Dr. Charles L. Flynn, Jr.



ing, psychology and business. The college is independ-ent though it was founded by the Sisters of Charity.

Flynn, who has been president of the college since 2000and has a doctorate from Duke University, emphasizedthat the College of Mount Saint Vincent is committed tohelping and graduating all of its students, including His-panics. “We want to serve students of every background.We can’t imagine not wanting to serve students of everybackground,” he stated. Moreover, he noted the college“reflects the demography of our region.”

The college aims to “provide superlative qualityhigher education to every undergraduate student. Lib-eral education matters,” stated Flynn. “Students build alife and a career when they ‘study broadly and rigor-ously.’ If you’re devoted to undergraduate education,you challenge students substantially.” As the HSI grantindicated, Flynn said, “We don’t admit students to flunkthem out. We admit students we think can succeed.”

“The Latino population is underserved by education,particularly by higher education. We believe in servingthis underserved population,” he said.

Stevenson attributes the College of Mount Saint Vin-cent’s success with Latino students to several factors: 1)having a strong academic resource center helps His-panic students in their “persistence” to obtain a degree;the resource center offers tutors, online tutoring, and a

summer program for high need students; 2) helpingstudents belong on campus plays a major role in con-necting them with the college and since Hispanics con-stitute 35 percent of students, they’ve established astrong presence on campus; 3) focusing on career di-rection strengthens their purpose; and 4) the collegestresses service, which inspires many students.

Since the college is relatively small, students don’t getlost or feel alienated or disconnected. Most classes arecapped at 30, and writing classes are limited to 15 stu-dents. The moderate size of the college “enables facultyto get to know the student and see where the student isstruggling,” Stevenson said.

Stevenson noted that promoting individual researchby students has played a major role in strengthening itsscience majors. This strategy has proved particularlyeffective with first- generation and Latino students whoget engrossed and immersed in the research. “Theydon’t have role models,” she said, so the science advisorserves in that capacity. The support, tutoring, research,and faculty advising contribute to its success producingLatino science majors.

Many students need academic support. The collegeoffers “tutorials in writing, critical reading or math,”Sarah Stevenson

Nationally, toomany Hispanic studentswho enter college areleaving before they reachthe second year, oftendue to their beingunderprepared orinsufficiently connectedto opportunities likeinternships, careerservices, supportprograms or advising.”Dr. Charles L. Flynn, Jr. president,

College of Mount Saint Vincent




Flynn noted. “It helps students with time management,a critical skill required to succeed in college. “

To help ensure that students graduate, the collegeinstituted an early warning system. That helps ad-dress what is troubling the student, whether it’s fi-nances, issues at home or being overwhelmed byacademic challenges.

Any student who is having problems attendingclasses or isn’t doing well academically is contacted byone of two advisors, a faculty advisor or professionaladvisor, a member of the Office of Academic Advise-ment. The professional advisor might focus on careereducation and internships and might suggest tutoring.“It creates a safety net for students,” Flynn said.

Hispanic students often downplay some of theirstrengths. “Those who are bilingual often underesti-mate how much a competitive advantage being bilin-gual is,” Flynn said. “It’s not something to escape; it’ssomething to cherish.”

Several studies have noted that Latinas attend collegein greater numbers than Latino men and that theremight be gender differences in their level of collegereadiness. Flynn underscored that men “from every

background tend to be late bloomers. Latino men enterwith more identifiable vulnerabilities,” he said, andoften need support programs to help them achieve.

Making college more affordable, which Mount SaintVincent is trying to do, also wins over working classand first- generation students. Beginning in the 2015semester, the college is cutting tuition to $21,640, a 30percent decrease. Flynn said, “We recognize the finan-cial pressure families are under and want to do some-thing about it.”

When asked what tips he would offer other collegepresidents who wanted to improve their Latinograduation rates, Flynn replied, “Condescension isdeath. Too often the people who go out to help an-other person are not doing it with the kind of re-spect that makes them effective.”

Despite its effectiveness with Latino and otherstudents, the College of Mount Saint Vincent oftengoes unnoticed amidst the many highly publicizedcolleges in New York City. “Do we merit more at-tention than we have gotten? Yes. If I knew why, I’dsolve the problem,” Flynn said.

The College of Mount Saint Vincent was awardedDeveloping Hispanic-Serving Institutions federalgrant totaling up to $2.3 million.



Foryears, Nikki Arora, corporate mar-keting officer of UST Global, wouldhear corporations talk about equal-

ity and diversity in the workforce, yet the dismal fig-ures for women, let alone minority women, in theIT workforce remained the same. According to Arora,less than 2 percent of women make it into the ITworkforce, despite the fact that about 12 percentgraduate with IT degrees.

Aware of these statistics – and the fact that softwaredevelopers are in demand (there will be 1 millionsoftware jobs unfilled by 2020) and the U.S. is expectedto be majority-minority in the year 2040 with 42 per-cent of the country black or Hispanic – UST Globallaunched Step IT Up America in 2013. The programwas established with the goal to create 5,000 new jobsfor inner-city minority women in tech careers by2020, and to begin by training and employing 1,000inner-city women in 10 of the nation’s largest cities.

“Minority women have the passion. They are fo-cused, committed, and are individuals who want tomake a difference. Their talent is there, but not theopportunities and skills,” said Arora. “We knew theyhad the talent, but we didn’t have corporations be-lieving in them and going out to the way to reachout to them. We wanted to change that.”

Since 1999, UST Global, a privately held corpora-tion and global technology leader across industries,has recruited, trained, and employed more than 320women in five major cities – Atlanta, Philadelphia,Detroit, Los Angeles, Chicago, and New York City –and will follow with many more cities to come.

In each of these cities, Step IT Up America hassought out women who have a minimum of a highschool diploma, or are enrolled in a two-year degreeor in other college, and who can commit to eighthours of paid training a day. The program works di-rectly with community leaders, foundations, organ-izations, employment agencies, community colleges,and other venues to find the right women for Step

IT Up. Once these women are selected, they undergoa 90-day boot camp training, and are taught skills inbusiness analysis, visualization, quality assurance,project coordination, computer programming andcoding skills, in addition to mentoring, presentation,and other soft skills that will help them perform inthe corporate world.

“Initially when the CEO, Sajan Pillai, and I hadthis idea, people were baffled. ‘How can you trainthese women with no background of the corporateworld and coding?’ they’d say,” said Arora. “We havehad our set of challenges with working with this levelof talent because we are used to developing talent by

P R O G R A M SC O R P O R A T I O N S & B U S I N E S S

Nikki Arora

Stepping it Upfor Minority Women in IT CareersBy Michelle Adam


doing so internally with students and graduate stu-dents. But, we are also working with women whoare more nimble and focused than we’ve ever seen.They are going to give engineers and people withdegrees a run for their money.”

While a lot of corporations have training programsand skill development programs internally, they oftenfocus on working with engineers with a universityeducation, and not with the group of people Step ItUp America is targeting.

“There is no organization that I’ve found that isfocused on such a niche market of minority womenand taking them as they are – taking their raw talentand bringing them in at our cost, and making surethey are successful and getting jobs,” said Arora.

Step It Up America was first launched in Atlantabecause when UST Global was speaking to customersin this location, they were committed to giving futureStep It Up women jobs after their graduation fromthe program. So, on Nov. 19, 2013, with communityand corporate leaders, the first program was launched.

“We took on this challenge because it is irre-sistible… because it is the kind of thing that is hardto say no to… you can see very clearly the benefits,

and where it can lead… and all the good it can do,”said Vice Chair of Albright Stonebridge Group andformer U.S. Secretary of Commerce Carlos Gutiérrezat the time of the launching.

Since Atlanta began with the program, 100 womenhave participated in Step IT Up there, and about 60or more of them have already received job positions.Most of the jobs they’ve been placed in are with com-panies that are UST Global clients, yet Step IT UpAmerica is also open to working with companiesthat might not be clients of theirs. “We had womeninterviewed by Hallmark and other companies. Thisis not charity,” said Arora. “We are giving people skillsfor these jobs and we need to make sure there is com-mercial sense to invest in a city, to make sure it issuccessful and we are not making false promises tothese women.”

After Atlanta’s launch, the program expanded toinclude Philadelphia, Detroit, Chicago, Los Angeles,and New York City. The New York City launch wasplanned for October, and following that, Oakland,Calif., and Washington, D.C. were next on the list.

So far 320 women have been enrolled in the pro-gram since its inception, and the goal remains toreach 5,000 women by 2020.

“Most of these women, more than 50 percent, aresingle mothers. Every day it gives us such a great mo-tivation to do good. These women come to us andtell us that we are their life saviors,” said Arora. “Theseare women who had lost everything. Some werehomeless and were barely making ends meet. Whenthese women are then enrolled and have the men-torship of other women leaders, it is inspiring andbrings tears to our eyes.”

One woman who was a single mom, and has defi-nitely benefited from the program, is Annalishea

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C O R P O R A T I O N S & B U S I N E S S

Annalishea Pérez

They have taught menot only technical skillsbut interpersonal skills,as well as how to dressand carry myself as aprofessional.”Annalishea Pérez, participant,

Step IT Up America


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P R O G R A M SC O R P O R A T I O N S & B U S I N E S S

Pérez, a Latina and African-American woman raisedin New York and Georgia. For her, Step IT Up Amer-ica taught her how to me a “better me.” “AlthoughI’ve always wanted to work in the corporate world, Ididn’t know what it took to thrive in the corporateenvironment. They have taught me not only technicalskills but interpersonal skills, as well as how to dressand carry myself as a professional,” she said. “I wasextremely shy and almost afraid to talk to people ofa higher professional status. They brought my shytimid ways out of me. My coach gave me a daily as-signment to talk to five strangers a day, which mademe come out of my shell.”

Pérez was raised by her mother with expectationsto graduate high school, but Pérez had ambitions ofdoing more, and of initially becoming a lawyer. Hermother had never graduated high school, but Pérezdid and became the only one in her family to earnan associate’s degree in applied science after gradu-ating high school.

During her college studies at ITT Technical, a schooladvisor informed Pérez of Step IT Up, which becamea perfect fit for her. “The process was very difficult forme mainly because of the technical part of softwaretesting. I stayed up many nights past midnight tryingto study and pass two weekly tests, and grasp the con-cept of it all. It was all hard but well worth it,” she said.“I’m a single mom and I truly feel blessed to get thisopportunity and I also feel honored I was chosen outof the many applicants and am so grateful that USTGlobal created this program for Latina and African-American women. All we needed was a chance andan opportunity to change our lives around.”

Pérez now works for Home Depot, and plans toeventually become a test lead manager, and IT project

manager for them. She has been able to take the skillsStep IT Up taught her and become very good at whatshe does.

While Step IT Up America has yet to reach thenumber of Latinas it wishes to assist through furtheroutreach, the program thus far has become a greatsuccess – and especially since UST Global’s vision issupported by so many businesses, organizations, ac-ademic institutions, and political leaders. “There hasbeen support from communities, academia, corpo-rations, and the White House (we met with Obamaand Michelle). We have been fortunate and we wantto continue to promote this program,” said Arora. “Idon’t recall a single incident in which a foundationor corporation hasn’t been inspired by this program.”

For Arora, and those at UST-Global, they are sup-porting a vision of transforming lives, both in theU.S. through Step it Up America, and in multipleways overseas (The company is now collaboratingwith Mexico’s president, Vicente Fox, to bring aboutopportunities there as well).

“I believe that UST is a leading agent for socialchange globally and the future looks promising andexciting,” said Arora. “We want to create a global phe-nomenon. It’s about passion and transformation ofcommunity and country.”


I N N O V A T I O N S & P R O G R A M S



Upward Bound:By Sylvia Mendoza

Success Spans50 Years andBeyond

Dr.Rashida Vassell remembers comingfrom Jamaica at the age of 9, her dreamof becoming a doctor already deeply

engrained in her heart and mind. Her family – father,mother, seven siblings – settled in the Bronx and intoschool, dedicated to education. However, they had noidea how to pursue the dream and make it a reality.

“I always did well academically, but lots of peopledo well academically,” says Vassell. “What happens tomany first- generation students is they get to collegebut then don’t know what to do from there. We getmissed and fall through the cracks.”

Her cousin recommended Upward Bound. Whilein high school Vassell entered the program based atthe Bronx Community College. Under the directionof Michelle Danvers-Foust, director of TRIO Pre-collegiate Programs which includes Upward BoundClassic, Upward Bound Math and Science, and TalentSearch, Vassell thrived and received the direction sheneeded.

“Michelle was like a second mother to us,” says Vas-sell. “Someone cared about us academically and caredabout us as individuals and helped us maneuver thesystem to get to the right places.”

Vassell made it through college and went on to gradschool and med school. Now a general surgeon inNew York, Vassell believes she wouldn’t have made itwithout Upward Bound. “You can have a dream anddrive but need to find out how to open doors, findopportunities and access tools to be successful. That’swhat Upward Bound does for you.”

That’s what Upward Bound has done for thousandsof students in the United States. According to theCouncil for Opportunity in Education, there are 964programs serving 80,000 students. The Upward

Dr. Rashida Vassell




Bound success stories take students beyond college.The program makes them community leaders andpeople of influence, from entrepreneurs to educators,inspiring others to follow in their footsteps. Oftentheir success breaks the cycle of poverty.

Celebrating its 50th anniversary, Upward Bound isthe pre-college federally-funded program created in1964 as part of the War on Poverty. Designed to helplow-income, first-generation college students developthe skills and motivation necessary for success in col-lege postsecondary education, it is the oldest and largestof the first federal TRIO programs, which includes Stu-dent Support Services and Talent Search. As mandatedby Congress, two-thirds of Upward Bound studentsserved must come from families with incomes at orbelow 150 percent of the federal poverty level and inwhich neither parent graduated from college.

According to the U.S. Department of Educationwebsite, Upward Bound partners colleges with chal-lenged and under-resourced high schools to exposestudents to college and prepare them for the challengeof higher education. Students receive instruction incollege readiness, literature, composition, mathemat-ics, and science while on college campuses. The pro-gram runs after school, on Saturdays and in a six-weeksummer component that gives students an opportu-nity to live on a college campus and earn credits to-ward their high school diploma and college degree.

This pipeline program often becomes more of alifeline for students and staff.

The Program In Action Danvers-Foust has worked with the Upward

Bound program at Bronx Community College(BCC) in some capacity for 27 years. With a 61 per-cent Latino student population, her college mirrorsthe population of their community, she says. Some-times their environment doesn’t lend itself to aca-demic success.

“In my first year, 1987-1988, there were studentsthat went home every weekend to attend a funeral,”says Danvers-Foust. “Someone they knew had beenkilled. Life interrupts the learning process here. WithUpward Bound, they can be free of their environ-ment for six weeks and focus on themselves and theirfutures for a change.”

BCC works with four target high schools. They takestudents on a first come, first serve basis – beginningwhen student and parent show up for interviews,committed to take on the intense program. “We don’tlook for A students. Our goal is to have students grad-uate college ready so they don’t have to take remedialclasses when they get to their college campus.”

Students commit to a six-week summer immersionprogram and Saturdays throughout the school year.“It’s not always a cool thing,” remembers Vassell. “It’ssacrifice. We gave up summers and worked hard.”

It’s a tradeoff that allows them to see their poten-tial and believe there is opportunity to follow theirpassion. They get acquainted with college life. Theyvisit nearby campuses. They live in dorms. They goto administration offices, to the cafeteria, to the gym.

Upward Bound givesthem confidence, skills,

knowledge andresources. These students

become masters atknowing how the system

works, which is key totheir success.”

Dr. Antonio Flores,

executive director, HACU

Michelle Danvers-Foust





They work with principals and counselors. They takenumerous field trips to see a life beyond their com-munity and campus. They take classes and are coun-seled on how to keep that momentum going back attheir high school campuses.

Danvers-Foust has on average four teachers, 106 stu-dents, and offers four hands-on academic classes – for-eign language (Spanish or French), math (all levels),English language arts and the sciences per session. Italso takes a special teacher to be part of this program.

“We have to take it beyond the academics. Theteachers are invested in the students. We have to takea holistic approach in caring for these students. Wepay attention to their individual needs, their lives.”

Even after students get to college, the UpwardBound doors never close on them. Reality hits andsome students start flailing. “You have a few whomess up when they get to a college campus and allthat goes with finding their independence,” says Dan-ver-Foust. “Most come back for help to get back ontrack – and we help them.”

Same Mission, Same VisionThe Upward Bound anniversary was celebrated at

the 33rd annual conference of the Council for Op-portunity in Education (COE), which has more than1,100 colleges, universities and community-based or-ganizations as members. Committed to expandingcollege opportunity, it is the only organization withaffiliates in all 50 states, focused on assuring that low-income and first-generation students have a realisticchance to prepare for, enter, and graduate from col-lege. It provides much needed advocacy for UpwardBound and the other TRIO programs.

Oscar Felix, associate vice president for access anddiversity and executive director of the Access Centerat Colorado State University, is serving as currentchair for the COE board. The Upward Bound successstory can be told over and over again and there is aneed to ensure it continues, says Felix.

“Any kid who’s been through it will never forget it.It plants seeds for excitement in education. It’s dy-namic. It brings kids together who would never havebeen friends. It’s safe for them to be themselves. It’s asafe place to learn. It’s magical. Many come back totheir own communities as doctors or educators orengineers, ready to give back.”

The Hispanic Association of Colleges and Univer-sities (HACU) is the only national educational asso-ciation that represents Hispanic-Serving Institutions,

Any kid who’s beenthrough it will neverforget it. It plants seedsfor excitement ineducation. It’s dynamic.Many come back to theirown communities asdoctors or educators orengineers, ready to giveback.”Oscar Felix, associate vice

president for access and diversity

and executive director of the

Access Center at Colorado State

University

Oscar Felix




representing more than 480 colleges. Its goal, likeTRIO’s, is to increase opportunity and open newdoors for historically underserved populations, saysDr. Antonio Flores, HACU executive director and aformer director of the Upward Bound Program atHope College. Flores. HACU works on funding forHSIs and TRIO programs to get students to andthrough college.

“Upward Bound gives them confidence, skills,knowledge and resources,” he says. “These studentsbecome masters at knowing how the system works,which is key to their success.”

The Ripple Effect: Beyond StudentsFlores came to the U.S. as an adult, with an under-

graduate degree but limited English speaking skills.Hired by the Upward Bound program, he helpedplace students and so had to learn a lot in a shorttime, he says. “Working with the program openednew horizons. I learned from the students and theirsuccess. I wouldn’t have aspired to higher educationand a PhD without it.” His affinity for the programdrove him. Years later, he became director of the Up-ward Bound Program at Hope College.

Because of Danvers-Foust’s work with UpwardBound at her campus, she went back to school forher master’s degree and then on to law school. “Myown kids who are now 16 and 21 have had the priv-ilege of growing up in this environment and theyknow the ropes, too.”

At Colorado State’s Upward Bound program, Felixworks with a full-time associate director, three proj-ect coordinators, an academic specialist and a coregroup of dedicated teachers, who seem invested forfar more than one Upward Bound session. “MannyValdez was my math teacher when I was in the pro-gram,” says Felix, “and he is amazing with the stu-dents now.”

It is as if once introduced to the power of UpwardBound outreach, individual connection and com-mitment can last a lifetime.

Future: The Need To Grow Upward Bound Upward Bound has been a model for success for

50 years. However, more money from Congress isneeded to grow the program, says Felix. “We’re onlyserving 10 percent of the population that can benefitfrom the Upward Bound program.”

To keep getting funding, he keeps better data onhis graduates, tracking them and their success aftercollege. In addition, he works with university admin-

istrators, board of regents and faculty, who can givefeedback as to what incoming freshmen are lacking.All are apprised of the program’s mission and visionand there is full buy-in, which makes getting fundingmore likely, he says.

“Funders want to see data, not just hear about suc-cess stories and showcasing students. This effortlends to university advancements with grants.”

Flores agrees. HACU advocacy encourages finan-cial commitment from Congress, state and local gov-ernments. “We need to persuade those who makedecisions with public funds to invest in this commu-nity, which will be the salvation of this nation. Non-Latinos have not grasped that vision.”

Given the dramatic demographic shift of Latinosin mainstream America, if every college and univer-sity bridges to K-12 schools, many millions moreyoung people from underserved and underrepre-sented areas would be better equipped to succeedonce they enter, Flores says.

“Very few programs can transform lives like UpwardBound,” says Flores. “It’s a whole new ballgame, thepipeline connection. It needs to be made a national en-terprise. We need to massively replicate its mission.”

Dr. Antonio Flores



L E A D E R S H I P / R O L E M O D E L SP R O F I L E S

Latina Congresswoman

Ileana Ros-LehtinenCan’t Be Stereotyped on Issues

By Margaret Sands Orchowski

Immigration is a verycomplicated issue.

It can’t be donecomprehensively.

Nothing can any more.It has to be in pieces

that are discussed andvoted on – piecemeal.”

Congresswoman

Ileana Ros-Lehtinen, R-Fla.



P R O F I L E S

Congresswoman Ileana Ros-Lehtinen was thefirst Latina ever to be elected to Congress inthe history of the United States. But she didn’t

know it at the time. TV anchor Katie Couric told herthe news, when in 1988 she first took the oath of office.

“I was surprised to hear about it,” said the 60-some-thing congresswoman as we scurried down the longcorridor next to the subway going from the Rayburnoffice building to the House side of the Capitol. Ob-viously it was not the main reason the former Floridastate Assemblywoman and Senator had for running.The mother of four, who was born in Cuba, was inher mid- 30s when elected, married to a politicianwho was also in the state legislature like her, andworking on her doctorate in education from the Uni-versity of Miami. She had many interests when sheran for congresswoman of Florida’s 27th District – aposition she has held now for 13 terms.

For starters she is passionate about education –including strengthening the Head Start program andrevising the FAFSA college application financial aidprocess. She earned her doctorate while in Congress,taking almost 17 years from the time she entered Mi-ami Dade Community College (“the largest in thecountry,” she said proudly) to finishing her thesis –an exploration of congressional attitudes about edu-cational testing. “My survey was the only one ever toget a 100 percent response from members of Con-gress. I know because I did it personally,” she grinnedas we ran up two flights of marble stairs to the elegantoffice of the House Rules Committee.

She also is intensely interested in international pol-icy. In 2011, she earned another first when she becamethe first woman (and Latina if you must) chairpersonof the prestigious House Committee on Foreign Af-fairs. She continues to serve on it, pressing the fightagainst Islamist extremism and strongly supportingthe president’s initiatives on free trade agreementswith Colombia, Panama and South Korea. She isadamant about maintaining the embargo againstCuba and the U.S.’s strong support of Israel.

She also is a player in women’s issues in Congress.She was the lead sponsor of the reauthorization ofthe Violence Against Women Act and authored legis-lation to award Congressional Gold Medals to theWASP (Women Air Force Service Pilots) of WorldWar II. She supports legislation to increase criminalpenalties for perpetrators of Medicare fraud.

Immigration is not her big issue – although she issympathetic to the plight of DREAMers and votedthis summer to extend DACA another two years.

Congresswoman Ros-Lehtinen is the model of theLatina who can’t be stereotyped: a strong passionateconservative and a rising Republican leader. In fact,she was appointed by the Republican House leader-ship to serve on the powerful Committee on Rules.Its members decide what legislation makes it to theHouse floor and who is chosen for House leader.

It also might surprise some to learn that the con-gresswoman considers her fellow congressional col-league from Florida and often sharp-tongued Chair ofthe Democratic Committee, Debbie Wasserman-Schultz, to be a “non-adversarial” colleague. “We talkabout everything from personal and family issues tolegislation; and I play on the congressional women’sbaseball team that Debbie captains,” she said as wedowned glasses of ice water in the committee’s elegantoffice. Then she went next door to the hearing roomfor a vote. “Debbie and I don’t agree lots of times, butwe have one deep bond,” she continued when she re-turned a few minutes later. “We’re both Gators!” (atwhich point her Florida aide Keith Fernandez, a grad-uate from a rival Florida school, groaned). She smiledas she passed him her iPhone with corrections on amemo draft they were working on as we talked.. andwalked.. and drank water. Then she went out for an-other vote.

It is obvious, you can’t put Congresswoman IleanaRos-Lehtinen in the narrow box in which often themedia tries to encase women legislators and Latinosin general. Take the issue of immigration reform forinstance.

“I support the process (to change some immigra-tion laws),” Ros-Lehtinen told me as she fielded twophone calls. She said she was, briefly, a part of theHouse’s bipartisan Gang of Eight which had beenmeeting secretly for several years to develop a Houseimmigration reform bill with Democratic immigra-tion activists such as Luis Gutiérrez and Xavier Be-cerra; and Republican Congressman and immigrationlawyer Raul Labrador. After the Senate passed theirbill in June of 2013, the informal House group cameout of the closet. But it couldn’t agree on final legisla-tion. Labrador publicly quit the group that fall and iteventually fell apart.

The main political contention on immigration re-form legislation is that the Democrats insist on a com-prehensive bill – meaning that it would include a path-way to citizenship for all or almost all of the morethan 11 million foreign nationals currently residingand working illegally in the United States. The Re-publicans want to pass pieces of legislation that would



L E A D E R S H I P / R O L E M O D E L SP R O F I L E S

not include mass amnesty, pieces that they know havebipartisan support such as making e-verify a nationalrequirement, not voluntary; expanding the numberof visas for high and low tech workers and investors;granting automatic green cards for foreign studentsgraduating with advanced degrees in the STEM fields;and giving a chance for citizenship to some DREAMers– something the Republicans call the KIDS Act. Thelatter was proposed by Republicans in a House hearingon July 23, 2013 as a stand-alone bill; but all the De-mocrats, including Luis Gutiérrez, voted against it.“We can’t just legalize one group; it has to be everyone,comprehensive,” Democrats insisted.

“I don’t know about all those details,” Congress-woman Ros-Lehtinen admitted. “Immigration is avery complicated issue. It can’t be done comprehen-sively. Nothing can any more. It has to be in piecesthat are discussed and voted on – piecemeal.”

As for the president’s backing away in September

from executive actions on waivers of deportation formillions of illegal immigrants who are not DREAM-ers, Ros-Lehtinen was very philosophical. “He madethe decision from a political prism, seeing how manySenate seats could slip away from Democrats this No-vember,” the congresswoman said.

The votes were over in the Rules Committee so weheaded down the marble staircase. “Can you do it?” sheasked me, as I headed for the elevator to the House sub-way. “I have to walk my 10,000 steps,” she smiled lookingat a small pedometer she took from her jacket pocket.

I had a last question. “Would you recommend thatother Latinas (and Latinos for that matter) earn theirdegrees later in their lives as you did?

“Absolutely,” she answered. “They should just gofor it! Whenever they can.”

We said goodbye the Latino way, a kiss on bothcheeks.

Ileana Ros-Lehtinen



I N N O V A T I O N S / P R O G R A M S

ExpandingStudyAbroadfor Minority StudentsBy Frank DiMaria




Tajee Anderson, a psychology major at KentState University, had always dreamed ofstudying abroad. Raised in a single parent,

low-income home, Anderson never had the chanceto travel overseas as a child and worked hard in highschool to earn the necessary scholarships and addi-tional financial aid she needed to attend a university.

Likewise Dennis Meacham, a music educationmajor also at Kent State, always wanted to broadenhis horizons by traveling abroad. He, too, never hadthe chance.

Both Anderson and Meacham finally got the op-portunity they’ve longed for and found themselvesimmersed in a culture other than their own this pastsummer. As part of its TRIO Upward Bound pro-gram, Kent State sent Anderson and Meacham –along with four other underserved students – toFlorence, Italy, all expenses paid. The six Kent Statestudents, dubbed the Seminal Six, participated inglobal education during the Florence Summer In-stitute 2014 session. This new program aligns withKent State’s Diversity Abroad Network goals and isorganized and funded by the Office of Global Edu-cation; the Division of Diversity, Equity and Inclu-sion; and all Kent State Colleges.

Marcello Fantoni, associate provost for global ed-ucation at Kent State says this initiative is a long timecoming. “This is a huge step in the right directionand one of many steps we are taking to level the play-ing field for the underserved. Global education givesstudents opportunities for cultural enrichment, aca-demic development and career enhancement,” hesays. “Unfortunately the most underserved students –minorities, disabled, economically challenged, so-cially challenged – are virtually shut out of the inter-national education experience.”

This is true. According to Fantoni, recent researchindicates that 90 percent of college students nation-wide who participate in study abroad are white and72 percent of them are female. Kent State’s studyabroad programs have a similar demographic andare often financially out-of-reach for an under-served student. Kent State students wishing to par-ticipate in a study abroad program can expect topay a program fee of about $3,500 on top of the tu-ition for six or seven credits, according to Fantoni.

Fantoni and his colleagues are trying to changethe study abroad demographic at Kent State whilemaking its program more financially accessible tounderserved students. They hope this summer’s ini-tiative will be the first of many study abroad oppor-

tunities for the underserved. Fantoni and Stephon Brown, who served as the stu-

dents’ mentor while in the program and himself a KentState Upward Bound alumnus and recent graduatefrom the master’s degree program, have charged thisseminal cohort to lift up and nurture the program toensure its sustainability. “Kent State University is ded-icated to preparing students for the global economy.We believe study abroad is one of the most effectiveways to enhance their skills for the real world. This said,it is important for us to make study abroad opportu-nities accessible to all our students,” says Fantoni.

The Seminal Six, which are comprised of Ander-son, Meacham, Rachel Brown, Jalessa Caples,Iniah Dunbar and Isaac Talley were chosen from alarger group of underserved students. “They havestudied hard and accomplished our and their goalsin Florence. We are planning to increase the numberof students in this program,” says Fantoni.

Meacham, a music education major, was raised inan apartment and had to work all through highschool to buy himself “the extra things I wanted.”Now as a sophomore he works to purchase collegesupplies and books. “Currently, I have enough

Marcello Fantoni



scholarship and grant money to send me to school,all academic or music based, and if I did not havethese I may not be able to pay for school… I neversaw myself being chosen to go abroad for free. I hadbeen chosen to go through other programs, how-ever, they were extremely costly and I thought Iwould never be able to afford it,” says Meacham.

While study abroad sounds romantic and exotic,the students who take part in such programs arestill students and responsible for completing thecoursework required by the program. In Florence,the Seminal Six attended two 3-credit hour courses.Course instructors incorporated on-site explorationof lecture topics, during which students analyzedand reflected on the significance of their trip expe-riences. Students also researched and explained themore interesting aspects of the sites they exploredon their weekend excursions.

Anderson enrolled in the Elementary Italian Icourse and the History of the Italian Mafia course.“The material was very interesting and comprehen-sive for both courses and the professors were ab-solutely amazing. I thought I would have a hardtime learning from foreign professors, especiallywhile being in their native land. But I was surprisedto learn that one professor was actually from Amer-ica and the other had taught in America for a num-ber of years as well,” says Anderson.

Meacham took the Roman Achievement and Ital-ian History and Culture courses. In those courses helearned about the physical history of how the Ro-mans came to rule the greater part of Europe and theempire’s eventual collapse. “In my other course, Ilearned about the cultural impacts of social, politicaland economic changes on the Italian people. We alsohad to research a place or thing that interested us. Ichose a statue of a Roman demigod named Perseusbecause of my love of mythology,” says Meacham.

In addition to attending their two courses, the Sem-inal Six took field trips featuring Italian art and theyparticipated in other extracurricular activities. Theylived on their own in apartments right in the centerof Florence. “This allowed them to fully immerse inthe local culture. They are our biggest advocates and

ambassadors by sharing their experiences with otherKent State University students,” says Fantoni.

When the students returned to Kent State, theyreflected on class content and their travel experi-ences and presented to their peers and family in aformal presentation. Through their compilation offacts, travel experiences and refreshed vision of theworld, the students have each gained individualmeanings in their travels by reflecting and dis-cussing what they learned.

In all likelihood the families of the Seminal Sixfound individuals who are far different from theones who left for Florence days before they couldeven attend their high school graduation cere-monies. As the students’ mentor, Brown played a keyrole in this transformation. “Our mentor during ourItalian adventure helped guide all six of us throughour entire journey and saw the changes we wentthrough. In the beginning, I would say all six of us,to some degree, were scared and nervous; however,as time went on, we became more curious and ad-venturous and also studious about where we were,”says Meacham. “Our journey helped us becomeglobal citizens by exposing us to a new culture.”

After experiencing study abroad as a Kent Statestudent and an Upward Bound alumnus, Brown un-derstands the importance of study abroad to the low-income student. Study abroad, he says, boils down toone aspect: vision. While cultural immersion and ex-posure, career advantages and academic develop-ment are the obvious reasons for students to enterinto a study abroad program the experience offersmuch more. “Study abroad programs provide a basisfor pursuing dreams beyond an environment thatonce limited their ability to see outside of it. Gather-ing from my experience with these six students, Ihave seen the effect of global exposure and I can con-fidently declare that the vision provided by interna-tional experience shapes underserved students intothe responsible global citizens that others may nothave envisioned them to become,” says Brown.

Anderson agrees with Brown and says, “I believe thatstudying abroad shapes students’ minds and teachesthem things that cannot be learned in a classroom.”


… recent research indicates that 90 percent ofcollege students nationwide who participate instudy abroad are white and 72 percent of themare female.



Spotting an opportunity within a problem is partof an entrepreneur’s mindset, and that sameability that serves Latino students, faculty, ad-

ministration and staff in higher education. Adversity –a common Hispanic experience – presents innumer-able chances to develop that mindset.

How do we develop the entrepreneurial problem-solv-ing mindset in Latino students?

Rivera: Hispanic children are naturally resourceful,finding new uses for old toys and using materials andequipment they find to develop new sources of enter-tainment. If a problem presents a barrier to achievingwhat a Latino student wants, then the student mustdecide if he will give in to the problem or conquer it.

When working with groups of Latino students, set theexpectation that they are to develop the skill. Developprojects or give assignments that require problem solv-ing, logic and resourcefulness (and accept no less thanfive possible solutions per problem). Require them totest their proposed solution and monitor results. Theycan revamp the solution and repeat the process if nec-essary. Essentially you are teaching the scientific methodin an applied approach but students are also developingthe problem-solving entrepreneurial mindset.

Lozano: Latino students respond well and developthe entrepreneurial problem-solving mindset with real-life examples and coaching. Years ago I decided that Iwanted to own my own small business. I faced the chal-lenge of limited startup funds and needing to generatean ongoing income for my family while sustaining thebusiness. The solution: buy an existing business. Wasthere adversity that presented other problems? Yes. Em-ployees not reporting to work, employee theft, incomechallenges, and unexpected expenses. We persisted,developed new processes and grew the business. Yearslater I sold it for a profit. Today I am a better teacher ofentrepreneurship since I developed and still use thatproblem-solving mindset. When teaching students busi-ness planning and management, I use those real-lifeexamples to support the principles taught. I work withevery student as each develops a business plan step-by-step, anticipating market and other challenges, ex-amining options and proposing feasible strategies. Inmanagement classes, I engage Latino working studentsby asking them about problems on the job and inquireabout possible solutions. With that approach Latino stu-dents can see how they contribute to either the problemor the solution.

How might Latino faculty use the problem-solvingmindset to address common challenges at work?

Rivera: In any work setting, mandated meetings thatonce had a positive purpose but lost their focus or

zeal, drag down the workforce’s energy. Faculty mem-bers trudge into an early morning or noon meeting,hungry and dreading a non-productive hour.

Lozano: The opportunity and solution: Develop a meet-ing room lunch-truck approach, providing real meals withvarying cuisine (if potluck, no cheese balls or chips andsalsa allowed). Skeptics might initially resist the idea,but the approach engages people. Then stick to basicprinciples of effective meetings: an agenda based oncommittee input and published in advance of the meet-ing accompanied by minutes from the prior gathering;and strict adherence to starting and ending on time.These solutions address a problem (dreaded committeemeetings), are respectful of time and give people some-thing to anticipate. Some colleges can showcase culinaryarts students by having them prepare the meal.

How can the problem-solving entrepreneurial mindsetbe used in higher education administration to promotestudent retention and success?

Lozano: Examine faculty diversity. Latino studentswill approach and engage with Hispanic faculty mem-bers because they assume that an instructor or pro-fessor of similar background will understand and sup-port them. Institutions can examine their own hiringand employment practices to assure that they are mod-eling – from the top down – how to engage and retainLatino faculty.

Lozano: A shared pool of Latino faculty who canteach in more than one institution through a visitorstatus or a well-publicized online presence withoutthreat to tenure or other performance requirementscould increase the exposure and influence of Latinoinstructors. The retention and success of Latino stu-dents would increase in turn.

If awareness of choice and opportunity becomesclear when a problem is faced, the administrators, fac-ulty and students – including Latinos – become prob-lem-solvers. And when people own a solution, retentionand success lie ahead.

Marvin Lozano, EdD is a faculty member in the School ofBusiness & Information Technology at Central New MexicoCommunity College in Albuquerque. He is an experiencedsmall business consultant, commercial banker and entre-preneur. He has been honored as a USDA National HispanicFellow and as a Sam Walton Fellow.

Miquela Rivera, PhD is a licensed psychologist in Albuquerquewith years of clinical, early childhood and consultative experi-ence. Dr. Rivera’s column, “Priming the Pump” appears ineach issue of Hispanic Outlook in Higher Education. She livesin Albuquerque.

Entrepreneurial Mindset Promotes Academic and Business SuccessBy Marvin Lozano, EdD and Miquela Rivera, PhD

Own It!



By Margaret Sands OrchowskiTO GET A JOB, STUDENTS MUST BE “INNOVATIVE READY”

New York Times columnist Tom Friedman is America’s most tech-enthusiastic futurist, who states his prophecieswith personal pronouns and clever sayings. His latest prophecy for future job seekers is “you have to be innovativeready.” In the future, he writes, what degree you earn and from where will not be the key to getting a good job. It’show you use your knowledge. “You will only be paid for what you can do with what you know – not for what youknow alone,” he writes. The good news is that as your knowledge and your “doing” skills grow, you will becomeincreasingly useful. The bad news is that, according to Friedman, there will be no long-term careers. “You willhave to be unceasingly innovative, unceasingly entrepreneurial.”

U.S. GRAD ADMISSIONS ARE UP FOR I-STUDENTS, NOT AMERICANSThe Council on Graduate Schools September Admissions Survey, shows that first-time enrollment in U.S. graduate

programs is slightly increasing (by 1.0 percent overall). But the news is less positive when enrollment for domesticstudents is separated out. “Enrollment trends for U.S. citizens and permanent residents remain flat or negative ina number of critical fields, while international enrollment is seeing substantial increases.” Of course most graduateuniversity officials probably will view this trend as a positive, especially for their bottom line. Most of the more than400,000 graduate foreign students currently in the country (almost 900,000 including undergrads) pay full price.Some officials may argue, as did Georgia Tech Provost Rafael Bras at a recent D.C. conference on Hispanics andTech Leadership, that graduate school places and STEM jobs are not a zero sum game. Many American students,especially minorities, who can’t get support for grad school may find that statement to be ironic. But in truth,almost everyone concerned with the future of U.S. higher education wants to encourage more internationalgraduate students to study, stay and “create jobs” in America. Most find it offensive that we “kick out” expensivelyeducated international students – even though the foreign student visa has always been a temporary, non-immi-gration permit. In fact, the only reason the number of foreign student visas is unlimited is precisely because they

are temporary. If they become permanent immigration cards, then they will have to be lim-ited by immigration number caps. Most grad universities don’t

want limits.

RE: RAPE, WHITE HOUSEURGES “IT’S ON US”; BUT IS IT DIFFERENT FOR LATINOS?

On the morning of Friday, Sept. 19, the White House’s East Room (yes, THAT EastRoom, where the “fence jumper” was tackled that very afternoon) was full of excited community and college ac-tivists, waiting for President Obama and Vice President Biden to announce “It’s On Us”– a campaign to involveeveryone including young males on and off campus to stop and report sexual assault and help rape victims before,during and after an incident. But “us” can have different meanings in different cultures. Reported rates of rape arelowest for Hispanic adult women. No one is sure why but some cultural factors are suggested: Hispanic studentstend to live at home; they are close to extended families. But teenage births are highest for Hispanics (some say thatthe joyous coming-of-age ceremony the “quinceañera” that many celebrate at age 15, could be a factor). One weekafter the White House event, California’s governor signed a law requiring California schools to adopt a “yes meansyes” standard – an indication of clear affirmative consent, not just an absence of no – in addressing sexual assault.Rape by definition is non-consensual. Consent for sex has to be clear to both sides.

THE TWO BIG CRITERIA FOR 2016 PRESIDENTIAL CANDIDATESAs any presidential term comes to an end, voters across the spectrum always seem to want a new president

different from the one currently in office. If the president was morose (Carter), they choose happy (Reagan). If apresident is wonky (Clinton), they choose frat rat (GW Bush). President Obama is increasingly judged as being likeablebut unengaged; intellectual and professorial but an inexperienced executive; international and highly educated in eliteprivate schools but somehow aloof from expert advice. As we enter the 2016 presidential campaign season, it seemstwo specific criteria for the next president are leading: governing EXPERIENCE and governing COMPETENCE. Thatcould suggest that the next presidential nominee from each party might be a successful governor or former highnational government official. Guesses anyone?

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 Califor-nia-Santa Barbara. She lives in Washington, D.C., where she was an editor at Congressional Quarterly and nowis a freelance journalist and columnist covering Congress and higher education.



Interesting Reads

The Book of Unknown Americansby Cristina HenríquezThis book talks about a boy and a girl whofall in love and two families whose hopes col-lide with destiny. It’s a novel that offers a newdefinition of what it means to be American.It’s also the beginning of a friendship be-tween the two families, whose web of guiltand love and responsibility is at this novel’score. Woven into their stories are the testi-monials of men and women who have come to the UnitedStates from all over Latin America. 2015. 320 pp. ISBN: 978-0345806406. $14.95. paper.Vintage, New York, N.Y., Fax (212) 940-7390. www.knopf-doubleday.com/imprint/vintage/

Performance, Identity, and Immigration Law: A Theatre of Undocumentednessby Gad Guterman The topic of U.S. immigration law pro-vokes passionate conversations. Thisbook poses the question: How has con-temporary American theatre presentedso-called undocumented immigrants?Featuring the work of artists such asJosefina López, Genny Lim, Arthur Miller,Ntare Mwine, Octavio Solis, and CultureClash, Guterman highlights how attention to legal la-bels enriches our studies of identity. 2014. 248 pp. ISBN: 978-1137412485. $90.00. cloth.Palgrave Macmillan, New York, N.Y., (646) 307 5151.www.palgrave.com/

Under Cover, Under Fireby Joe Quintero (Author), Bettw L. Waters (Editor) Under Cover Under Fire is a DREAMer'sstory two decades ago. How does a youngboy sent from Mexico across the UnitedStates border to go to school find his wayand become a man? These pages tell astory of how we help each other and howthat gets passed along even in the face ofa justice system that is not always just, andpeople who should be honest, are not to be trusted. 2014. 176 pp. ISBN: 978-0989152624. $18.95. paper.Bluwaters Press, Deming, N.M., (575) 694-1666.www.bluwaterspress.com/

Breaking In: The Rise of Sonia Sotomayorand the Politics of Justiceby Joan Biskupic. 2014. 288 pp. ISBN: 978-0374298746.$26.00 cloth. Sarah Crichton Books, New York, N.Y. (212)698 7000, www.simonandschuster.com/

At a time when much has been reportedabout the public deep divisions within theSupreme Court of the United States, verylittle has been written about the private in-teractions between justices. And while thisbook mostly enlightens readers aboutSonia Sotomayor’s path to the high court,it also lifts the veil to expose what happens when the jus-tices gavel a session to a close and retreat to their cham-bers.

In a moment of candor wrapped in the party atmos-phere of the annual end of term party in 2010, AntoninScalia kidded his colleague, the first Hispanic and Latinato serve on the Supreme Court, by saying, “I knew she’sbe trouble.” The remark was in reference to the fact thatthe normally staid – if not stuffy – annual event wastransformed by Sotomayor who added salsa music andencouraged the other justices to dance. It must havebeen quite a sight.

As the author explains the fact that in 2009 that Pres-ident Barack Obama nominated a Hispanic judge to re-place the retiring Justice David Souter wasn’t a surprise.The growing demographic had been ignored far too longin the nation’s highest court. The question for some hasalways been why was Sonia Sotomayor selected for thisgroundbreaking position?

In Breaking In: The Rise of Sonia Sotomayor and thePolitics of Justice, Joan Biskupic attempts to add contextto that choice. It might just be that the lofty ambitions ofa gifted Puerto Rican girl raised in the projects in theBronx merged with the burgeoning growth of Hispanics,from California to Texas, from Florida to the Northeast.She was at the right place at the right time, essentially.Or perhaps, as the author points out, her nominationwas part of a carefully orchestrated campaign to get her-self on the Supreme Court.

Biskupic pulls back the curtain on the Supreme Courtnomination process, revealing the networks Sotomayorbuilt and the skills she cultivated to edge out other po-tential candidates along the way. As the author notes, by“challenging tradition and expanding our idea of a justice(as well as expanding her public persona), Sotomayorhas created tension within and without the court’s mar-ble halls.”

One of the reasons Sotomayor has shaken things upas a justice is her decision to share her own personalstory with the public. She is a Latina who emerged fromtough times in a poor neighborhood not only to survivebut also to rise to the top.

Reviewed by Mary Ann Cooper



Application ProcessFor information about the search and the application process, please visit: www.cccd.eduensure full consideration, applications should be submitted no later than January 16, 2014.

Inquiries

PPL, Inc.Dean [email protected](619) 517-6133

Lisa [email protected](562) 972-8983

VICE CHANCELLOR OFHUMAN RESOURCES

S E A R C H

District Search LiaisonShannon O’ConnorManager, Recruitment & Staff Analysisemail: [email protected]: (714) 438-4713

The DistrictFounded in 1947, the CoastCommunity College Districthas maintained a reputationas one of the leadingcommunity college districtsin the nation for over 50 years.The District serves nearly50,000 students in OrangeCounty each semester through its three colleges -- Coastline Community College, Golden West College and Orange Coast College. Governed by a locally elected Board of Trustees, the District plays an important role in the county by responding to the educational needs of a changing and increasingly diverse population.

Our CommunityThe Coast Community College District is located in the heart of sunny Southern California and enjoys a warm and mild climate. Our service area includes 20 miles of the California coastline in Orange County, stretching between Los Angeles and San Diego counties. Our community is a rich blend of social, cultural, religious and ethnic backgrounds.

Coast Colleges is an Equal Opportunity Employer and Educator

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ASSOCIATE PROVOST FOR STUDENT SUCCESS

Slippery Rock University of Pennsylvania invites applicationsand nominations for the position of Associate Provost forStudent Success. The Associate Provost for Student Successreports directly to the Provost and Vice President forAcademic and Student Affairs and is a member of theacademic and student affairs executive leadership team. TheAssociate Provost has primary responsibility for theleadership, management, strategic direction, policydevelopment, and administrative oversight of academicsupport services including freshman seminar and learningcommunity clusters, tutoring services, academicadvisement, exploratory student advisement, services forat-risk students; retention services; services for specialpopulations including multicultural development, women’scenter, pride center, veteran’s center, disabilities services,student intervention services, student conduct, residencelife programming, and services and programs related tohealth, fitness, and wellness.

This position is suitable for a highly motivated, collaborativeand innovative student success leader. The AssociateProvost will provide strong visionary leadership for directorsand managers in the student success units to ensure theeffective collaboration and integration of a wide range ofstudent success programs and services to achieve studentdevelopment, learning outcomes, and improvements inretention and graduation. The Associate Provost will workwith and represent the interests of a diverse student body(undergraduate and graduate, traditional and online,domestic and international) to ensure a mutuallyreinforcing relationship between the academic and non-academic life of students.

Minimum qualifications required:The successful candidate will have a Doctoral degree froman accredited institution and a minimum of five years ofprogressive administrative experience in higher educationdirectly related to some of the student success areas ofresponsibility. Successful candidates will have extensiveknowledge of the research on improving student retentionand strategies for improving student learning and success.The successful candidate will demonstrate a commitmentto diversity and inclusion and the ability to fosterstandards of excellence in student success programming.The successful candidate will have experience inadministrative functions, including the development andimplementation of budgeting, planning, and assessment.

SPECIAL CONDITIONS OF EMPLOYMENT: Candidates mustsuccessfully complete a two-day campus interview andpublic presentation.

NOMINATIONS AND APPLICATIONS: Applicants mustprovide a letter of application tailored to the position, vitae,and a list of at least three references who when contactedcan provide relevant information related to the position.Review of applications will begin January 14, 2015 withthe anticipated starting date of late spring/summer 2015.

For additional information visit and to apply (onlineapplications only, please):http://www.sru.edu/apstudentsuccess

Nominations for these positions may be submitted [email protected] with the subject line: AssociateProvost for Student Success - Nomination.

Slippery Rock University of Pennsylvania is an equalopportunity employer.


The Department of Mechanical Engineering at Virginia Tech is seeking to fill the position of Department HeadVirginia Tech invites applications for the position of Professor and Head of the Mechanical Engineering Department. Virginia Tech, founded in 1872 as a land-grant institution, iscurrently ranked in Top 25 Public University by US News & World Report and Top 25 Public Research University by the National Science Foundation. As the Commonwealth’s most comprehensiveuniversity and its leading research institution, Virginia Tech serves a diverse population of 30,000+ students and 8000+ faculty and staff from over 100 countries, and is engaged in researcharound the world. The 120-acre VT Corporate Research Center is home to over 100 companies and the Edward Via College of Osteopathic Medicine.

The College of Engineering is home to 13 departments with about 330 faculty, 7,500 undergraduate students, and 2,100 graduate students. In 2014, the College of Engineering was rankedin the top-10 in the nation for the number of BS and PhD awarded. In the most recent rankings by U.S. News & World Report the College of Engineering’s undergraduate program ranked15th (8th among public universities), and the graduate program ranked 21st (12th among public universities).

The Mechanical Engineering Department, which includes a Nuclear Engineering Program, has over 50 faculty, research expenditures in excess of $17M, and a current enrollment of over170 doctoral, 130 masters, and over 1200 undergraduate students. The department is ranked 16th and 17th out of all mechanical engineering departments in the nation in undergraduateand graduate education, respectively, by the 2014 U.S. News and World Report. The department includes several research centers and its faculty members are engaged in diverse multidisciplinaryresearch activities. The mechanical engineering faculty also benefit from a number of university-wide institutes such as the Institute for Critical Technology and Applied Science (ICTAS),college level centers such as the Commonwealth Center for Aerospace Propulsion Systems (CCAPS), the recently established Rolls Royce University Technology Center (UTC) in advancedsystems diagnostics, and the Virginia Center for Autonomous Systems (VaCAS).

Applicants must hold a doctoral degree in Mechanical Engineering or a closely related field. We are seeking highly qualified candidates that demonstrated intellectual leadership andadministrative skills in an academic/university environment or equivalent, with an ability to communicate effectively, concisely, and clearly at all levels. Candidates must also have a dedicationto the instructional mission of the university, an established record of professional activities and leadership in professional organizations, and credentials commensurate with the appointmentas full professor with tenure in the department. Applications must be submitted online to https://www.jobs.vt.edu to posting number TR0140132. Applicant screening will begin Jan. 10, 2015and will continue until the position is filled. Applications should include curriculum vitae, a cover letter, a vision statement, a statement of leadership style and experience, and contactinformation for at least five individuals providing references. References will only be contacted concerning those candidates who are selected for the short list/phone interviews.

Blacksburg is consistently ranked among the country’s best places to live and raise a family (http://www.liveinblacksburg.com/). It is a scenic and vibrant community located in the New River Valleybetween the Alleghany and Blue Ridge Mountains. The town is proximal to state parks, trails, and other regional attractions of Southwest Virginia, renowned for their history and natural beauty.

For assistance submitting the application please contact Ms. Diana Israel ([email protected], (540)-231-6424). Inquires about the position should be directed to the Chair of the searchcommittee, Prof. Corina Sandu ([email protected], (540) 231-7467).

Virginia Tech does not discriminate against employees, students, or applicants for admission or employment on the basis of race, gender, disability, age, veteran status, national origin,religion, sexual orientation, or political affiliation, is committed to diversity, and seeks a broad spectrum of candidates.Questions concerning discrimination should be directed to the Officefor Equity and Access. Virginia Tech is a recipient of the National Science Foundation ADVANCE Institutional Transformation Award to increase the participation of women in academic scienceand engineering careers (http://www.advance.vt.edu) and is an Equal Opportunity/Affirmative Action Institution. Virginia Tech responds to the needs of dual-career couples and has policiesin place to provide flexibility for faculty careers. Invent the Future at Virginia Tech!


“CULTURAL COMPETENCE...”

Welcoming

Community

Diversity

Regard

Respect

Inclusion

Sensitivity

Awareness

Listening

Experiences

Oakton Community College is an equal opportunity employer.

Oakton Community College employs individuals who respect, are eager to learn about, and have a willingness to accept the many ways of viewing the world.Oakton serves the near northern suburbs of Chicago with campuses in Des Plaines and Skokie.Individuals with a commitment to working in a culturally competent environment and who reflect the increasing diversity of Oakton’s student body and community are sought to fill the following faculty openings:

• Early Childhood Education• English Generalist -

English as a Second Language• Graphic Design• Physical Therapist Assistant

Full consideration deadlines:• English, Graphic Design: January 3, 2015.• Early Childhood, Physical Therapist Assistant:

February 3, 2015.Start dates:• English, Graphic Design: August 17, 2015.• Early Childhood, Physical Therapist Assistant:

January 11, 2016.

To learn more about these positions, full consideration deadlines, and to complete an online application, visit our Web site at:

www.oakton.eduClick on “employment”

Faculty Positions for the 2015-2016 Academic Year

Assistant Professor of Art & Design (Graphic Design)Assistant Professor of Biology (Human Embryology)Chairperson and Associate/Professor in the Department of Biology Assistant Professor of Chemistry (Organic Chemistry)Instructor of Chemistry Instructor of PhysicsAssistant Professor of Communication (Public Relations)Assistant Professor of Communication (Journalism)Chairperson and Associate/Professor in the Department of Earth and

Environmental SystemsInstructor of EconomicsAssistant Professor of English Assistant Professor of African American Studies (African Diaspora)Chairperson and Associate/Professor of Multidisciplinary ProgramsAssistant Professor of Languages, Literatures, and Linguistics

(TESL/Linguistics) (3 positions)Assistant Professor of Languages, Literatures, and Linguistics (German)Assistant Professor of Languages, Literatures, and Linguistics (Latin)Instructor of Mathematics and Computer Science Assistant Professor of Mathematics and Computer Science

(Math Education)Assistant Professor of Mathematics and Computer Science (Statistics)Assistant Professor of Music (Orchestra Conducting)Assistant Professor of Philosophy (Ethics)Assistant Professor of Political Science (American Politics)Assistant Professor of Psychology (Clinical; Open)Assistant Professor of Psychology (Clinical)Assistant Professor of Theater (Costume/Design)Assistant/Associate Professor of Marketing (Sales)Assistant/Associate Professor of ManagementAssistant/Associate Professor of Insurance and Risk ManagementAssistant Professor of Auditing/Forensic Accounting/Cost Accounting Assistant Professor of Communication DisordersAssistant Professor of Educational Psychology Assistant Professor of Special EducationChairperson and Assistant/Associate Professor in the Department of

Teaching and LearningAssistant Professor of Applied Engineering and Technology Management

(Manufacturing)Assistant/Associate Professor of Mechanical Engineering Technology

(2 positions)Chairperson and Associate/ Professor in the Department of Applied

Engineering and Technology ManagementAssistant Professor of Human Resource DevelopmentInstructor of Human Resource Development Instructor of Textiles, Apparel, and MerchandisingAssistant/Associate Professor of Physical TherapyAssistant Professor of Social WorkAssociate Professor of Social WorkAssistant Professor of Advanced Practice NursingInstructor of Baccalaureate NursingAssistant Professor of Applied Health Sciences (Food/Nutrition)

(2 positions)Art Curator (Non-faculty position)

For more information & how to apply visit jobs.indstate.edu


Lafayette College is a selective, private, liberal arts college of 2,400 undergraduates. Our 110-acre campus is located one and a half hours from both New York City and Philadelphia. Degree programs are offered in the liberal arts, sciences and engineering.

Tenure-Track Assistant Professor of EconomicsThe Economics Department at Lafayette College, a private, highly selective liberal arts college in Pennsylvania, invites applications for a tenure-track position at the Assistant Professor level in labor economics/econometrics. The teaching load is four courses the first year and five courses per year thereafter. Teaching responsibilities will include the department’s required course in econometrics and electives in labor economics, as well as courses that contribute to the College’s Common Course of Study and/or interdisciplinary programs.

Candidates will be evaluated based on their potential for teaching excellence and scholarly productivity. A Ph.D. is required; ABDs with a firm completion date by August 2015 will also be considered.

All candidates must apply online at http://www.econjobmarket.org/. Applications must include a cover letter, curriculum vitae, graduate transcripts, evidence of effective teaching and scholarship, and a one-page statement of teaching philosophy. Applications will be accepted until December 15, 2014. Interviews will be conducted at the ASSA meetings in Boston. Recommendation letters should address potential for effective teaching and potential for research productivity.

For more information about the Economics department at Lafayette College see our webpage at http://Economics.Lafayette.edu.

Lafayette College is committed to creating a diverse community: one that is inclusive and responsive, and is supportive of each and all of its faculty, students, and staff. All members of the College community share a responsibility for creating, maintaining, and developing a learning environment in which difference is valued, equity is sought, and inclusiveness is practiced. Lafayette College is an equal opportunity employer and encourages applications from women and minorities.

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Dean

School of Business �The University of Indianapolis is conducting a national search for the Dean of the School of Business. The Search Committee invites letters of nomination, applications (letter of interest, full resume/CV, and contact information of at least five references), or expressions of interest to be submitted to the search firm assisting the University. Review of materials will begin immediately and continue until the appointment is made. It is preferred, however, that all nominations and applications be submitted prior to January 25, 2015. For a complete position description, please visit the Current Opportunities page at www.parkersearch.com.

Laurie C. Wilder, Executive Vice President & Managing Director

Porsha L. Williams, Vice President 770-804-1996 ext: 109

[email protected] || [email protected]

The University of Indianapolis is an equal opportunity/affirmative action employer and encourages applications from women and minorities.

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The University of South Florida System is a high-impact, global research system dedicated to student success. The USFSystem includes three institutions: USF; USF St. Petersburg; and USF Sarasota-Manatee. The institutions are separatelyaccredited by the Commission on Colleges of the Southern Association of Colleges and Schools. All institutions have distinctmissions and their own detailed strategic plans. Serving more than 47,000 students, the USF System has an annual budgetof $1.5 billion and an annual economic impact of $4.4 billion. USF is a member of the American Athletic Conference.

Administrative and Executive Positions: Chiropractor (Orthpaedics & Sports Medicine) Senior Director, Director (USF Health Development) Director (Student Academic Support Services) Director (Compliance) (Intercollegiate Athletics) Director (Advancement) (Muma – College of Business) Physician’s Assistant (Dermatology Department) Sr. Associate Vice President (Population Health & Payment Innovation)

Faculty Positions: College of Engineering Instructor, Assistant, Associate, Full Professor (Electrical) Assistant, Associate, Full Professor (Mechanical Engineering) Associate/Full Professor (CyberSecurity) (3) Assistant Professor (Center for Urban Transportation Research) Professor (Chemical & Biochemical) College of Medicine Assistant Professor (General Academics Pediatrics) Assistant Professor (Pediatric Pulmonology) Assistant/Associate Professor (Global Health) Associate/Full Professor Epidemiology & Biostatistics Assistant Professor (Child Psychologist) Assistant Professor (General Psychiatry) College of Public Health Assistant, Associate, Full Professor (Health Policy Management) Assistant Dean (Teaching Innovation & Quality Enhancement) College of Arts & Sciences Assistant, Associate Professor (Chemistry) (4) Assistant Professor (American Politics) Assistant Professor (Contemporary Africa) Assistant Professor (Marine Biology) Assistant Professor (Psychology) (USF Sarasota) Assistant Professor (Organismal Biology) (USF Sarasota) Assistant Professor (School of Mass Communications) Assistant Professor (Communication Sciences & Sciences) College of Behavioral Community Sciences Assistant, Associate, Full Professor (Criminology) Assistant/Associate Professor (Speech-Language Pathology) Associate Professor (Rehabilitation) College of the Arts Assistant Professor (Contemporary Critical Theory/Musicology) Assistant Professor (Piano) Assistant Professor (Painting & Drawing) Assistant Professor (Theatre/Musical Theatre) College of Education Instructor (Elementary Education) (2) Open Rank Faculty Tenure Track (Cybersecurity Education) College of Business Open Rank Faculty (Information Systems & Decision Sciences) (2)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.

When it's all about what

we bring to the "Table"

Hispanic Outlook in Higher

Education has it covered.

Here's what you will

find in the

December 22 Issue's

Table of Contents:

Latinas Take the Lead

in Law-Related Degrees

by Mary Ann Cooper

Law Firm Champions

Latino Opportunities

and Issues

by Sylvia Mendoza

A New Kind of Dean

Appointed at Brooklyn Law

Schoolby Gary M. Stern

Legislation and Programs

Support Undocumented

Students in Florida

by Kimberly Allen

New Efforts to Combat

Sexual Assault on Campus

by Frank DiMaria

Submit your ads to

[email protected]

by December 15.

Where in the World is Carmen Sandiego?Better yet, where is San Diego?

Despite the Internet and pervasive globaliza-tion students – including Latinos – oftenlack basic knowledge of geography, yet ge-

ography holds much information and many skillsnecessary to succeed in higher education.

Some might question whether or not geographyshould simply be an elective in high school. Whybother with knowing the capital of Somalia? Howdoes the tundra in the Arctic Circle apply to dailylife elsewhere? What greater good does knowledgeof geography serve?

Plenty. And learning about geography startsyoung.

The infant who examines and coordinates hishands is developing a sense of personal geogra-phy – learning the terrain and functions of hisown body. Proprioception – knowledge a personhas of his personal physical position, posture andbalance – helps any human orient himself to oth-ers. Before learning things more complex, childrenbegin to learn where they fit and what they are todo, especially in relation to other people. Spatialrelations – the next step in learning how the worldis connected, piece-by-piece – develop in youngchildren by making puzzles, using building blocksand fitting geometric shapes together. The toddlerwho knows the surroundings of home can alsolearn about the signs and buildings located nearother places he frequents, including schools,churches, doctors, stores and parks. He mightgenerally know the way to Nana’s house if shelives nearby though he likely won’t know the nameof any streets en route. And watch the Latinokindergartener fascinated as the needles of thetraditional compass in his hand shift as hechanges his own direction. He is learning how touse the tools of geography and the principles onwhich the discipline is founded.

Since traditional Latinos often have strong tiesto the land, geography is an ideal vehicle for open-ing the door to history, sociology, anthropologyand foreign languages. A place and its people canbe more interesting and relevant for a Latino stu-dent if they are also somehow connected to thestudent’s own life. The great “aha!” of why people

do what they do comes more often to studentsthrough geography – that self-discovery of thingsnear and far, and how they are connected.

Geography also teaches the Latino child thatthere are places beyond those he knows from di-rect personal experience. It moves the boundariesset by those with whom the child is familiar andlets him imagine what lies beyond. Besides know-ing that the great unknown can be an excitingplace (contrary to what some friends or familymight say), children develop schemas of how peo-ple and places fit together through geography. AsLatino students hear about the traditions and cus-toms of unfamiliar people in unknown places, theycan see the similarities and differences betweenthemselves and others around the world. The so-cial and cultural capital accrued through traveland exposure to diversity that also contributes tosuccess in higher education can be developedthrough formal and informal inquiry about land,terrain, topography and lifestyles. So even if a fam-ily can’t afford or chooses not to travel, the His-panic student who studies geography can bewidely versed in world cultures and traditions andmore prepared for the wide range of people hemay meet in college.

Finally, geography supports students learningmath and science. A Latino student can learn touse mathematical coordinates to locate places ona traditional globe or map (sorry, Siri, some fun-damental skills are still needed by Hispanic stu-dents everywhere). But reading maps or graphsdevelops skills in abstract reasoning. Geographywill pique the Hispanic student’s interest as itopens the doors to geology, ecology and econom-ics. As the pieces of information fall into place,the Latino student can reason and infer, under-stand relationships between concepts and developquestions with far-reaching implications.

Geography helps the Latino student tie the in-dividual pieces of the world together and begin tounderstand his place within it. And that’s a crucialstep towards higher education.

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

| H I S P A N I C O U T L O O K | D E C E M B E R 1 , 2 0 1 4

Priming the Pump…Where in the World is Carmen Sandiego?By Miquela Rivera, PhD

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12/01/2014 inspiring latinos to graduate

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