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Ifyou see a group of skinny, scruffy looking guys inbaggy pants strapped with ammunition belts andlurking around the Rio Grande River in Texas, callthe Border Patrol. Better yet call the National Guard sinceits already there helping out with border patrol duty.

They could be looking for members of that dreaded Iraqiterrorist group, ISIS, which according to some prominentpolitical leaders, could be just a river cross from deadlymayhem in the U.S.

While little is getting done at resolving the illegal immi-gration problem, it has turned momentarily to partisan hys-teria about some Middle East bad guys using the U.S.--Mexico border to cross over and do mischief.

Move over Latino illegals, or better yet, get out of the way.ISIS thinks the U.S. -- Mexico border is so porous and poorlyattended that its a kind of clandestine path to the U.S.Seemingly, some well-grounded and supposedly well-in-formed U.S. political leaders and observers say its quitepossible and needs to be taken seriously.

Others disparage the thought if not outright ridicule it-- as Washington political talk.

Nevertheless, Texas Gov. Rick Perry, whos thinking ofreprising his presidential ambitions in 2016, said it beforeand says again that Middle East terrorists could be knock-ing at our back door, probably Texas, and we ignore thethreat at our peril.

In a speech in August to the Heritage Foundation inWashington, D.C., Perry said that the border is still a sievedespite a record number of apprehensions) and is not se-cured and individuals from ISIS could be crossing into theUnited States.

I think its a very real possibility that they may have al-ready used that, he added.

Perry may have taken his latest cue from an article onthe conservative group, Judicial Watchs website, that saidISIS had set up in Ciudad Juarez on the Texas border andwas planning car bomb attacks into the U.S.

Judicial Watch also said that high-level federal officialshad confirmed a bulletin issued to agents in the pertinentgovernment agencies of an imminent terrorist attack onthe border.

Fox News, not one of the Obama administrations admirers,said that a Texas county sheriff reported that Quran materialsand Muslim clothing had been found along the smugglingroutes.

Judicial Watch President Tom Fitton told The New York

Times that the Obama administration has a history of ig-noring or dismissing national security threats to our bor-ders and this one in particular.

The Obama people say all this is a bunch of hooey. There is no credible intelligence to suggest that there

is an active plot by ISIL (the other acronym for the terroristgroup) to attempt to cross the southern border, an officialHomeland Security response said.

Since immigration forces cant seem to do the job, somegood-ole-boy militia groups have sprung up along the bor-der to help out.

Calling themselves the Patriots, and uninvited by the au-thorities but welcomed by some landowners along the RioGrande River fringes, they patrol the river for illegal crossings.

The Patriots -- dont call them vigilantes please -- claimto have 22 chapters, largely whites, from Texas to Californiaand immigration authorities fear this intrusion is a powderkeg with disastrous consequences.

Notwithstanding, President Obamas detractors andeven some of his supporters agree that he has made amess of immigration reform with his one step forward andtwo steps backward policy dance.

As a presidential candidate, Obama promised to takeup comprehensive immigration reform during my first termin office.

Then he said, Immigration reform is a serious concernbut not an urgent one. Obviously, weve got a lot on ourplate right now.

For sure, he said, comprehensive reform would come inhis second term which hasnt materialized and probablywont and again hell blame Republicans for gumming upthe works.

The president says any reform action has been pushedback until after the midterm elections in November tocheck any political mischief by vengeful Republicans.

Hes got everyone angry, frustrated and apologetic--wellmaybe not the chortling Republicans--because of his inaction.

Hes even upset one of his most fervent supporters, His-panic Congressional Caucuss lead person on immigrationreform, Rep. Luis Gutirrez, D-Ill.

No more excuses! Were moving forward Congress-man Gutirrez said.Good luck.Carlos D. Conde, award-winning journalist and former Wash-ington and foreign correspondent, was a press aide in theNixon White House. Write to him at [email protected].

Surprise! No Obama Immigration Reformand ISIS at our Back Door By Carlos D. Conde

LATINO KALEIDOSCOPE


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

Contents6 Hispanics in America and in

Higher Education by the Numbersby Mary Ann Cooper

9 Noteworthy Hispanics WhoHave Lived Extraordinary Livesby Mary Ann Cooper

14 Latino Leaders Network: ALegacy Built on Powerful Storiesby Sylvia Mendoza

17 Latino U Offers Help on CollegeSelection and ApplicationProcessby Frank DiMaria

20 A National Imperative:Helping English Learnersby Yvette Donado

22 Consequences of ImmigrationReform for the AmericanPolitical Partiesby Stephen Balkaran

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OCTOBER 20, 2014


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

PublisherJos Lpez-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 AssistantToms Castellanos Nez

Research & Development DirectorMarilyn Roca Enrquez

Art & Production DirectorWilson Aguilar

Art & Production AssociateJenna Mulvey

Advertising & Marketing DirectorRobyn Bland

Director of AccountingJavier Salazar Carrin

Sales AssociateMagaly LaMadrid

Article ContributorsStephen Balkaran, Lisceth Brazil-Cruz, Frank DiMaria,

Yvette Donado, Sylvia Mendoza, Miquela Rivera

Editorial Oce220 Kinderkamack Rd, Ste. E, Westwood, N.J. 07675

TEL (201) 587-8800 or (800) 549-8280

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 Magazineispublished 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 reect the ocial 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 specically identied as ociallyendorsed by The Hispanic Outlook in Higher Education Magazine.

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email: [email protected] to the Editor

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Departments3 Latino Kaleidoscope

Surprise! No Obama Immigration Reform and ISIS at Our Back Doorby Carlos D. Conde

24 Scholars Cornerby Lisceth Brazil-Cruz

25 Book ReviewThe Stray Bullet: William S. Burroughs in MexicoReviewed by Mary Ann Cooper

Interesting Reads

Back Priming the Pumpcover Red Flags: Warning Signs of Latino

Teen Suicideby Miquela Rivera

You can download the HO app FREE



R E P O R T S

Hispanics in America and in Higher Education

by the NumbersBy Mary Ann Cooper

Infographics by Wilson Aguilar, Hispanic Outlook, 2014

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R E P O R T S

Aswe celebrated Hispanic Heritage monththis year, HO took stock of the status ofHispanics in higher education onboth sides of the classroom desks. What is clear isthere is no one statistic that sums up the degree ofdiversity on college campuses. Numbers vary widelydepending on gender geography and, for first-gen-eration Hispanic Americans or immigrants, thecountry of origin for themselves or their families.

As Drew DeSilver, senior writer at the Pew Re-search Center, notes in his piece on Pews websitedetailing statistical facts about the Hispanic popu-lation, even the origin of this National HispanicHeritage Month is a result of the commemorationof a series of milestone anniversaries in differentLatin American countries. He explains, a periodchosen because it bookends the independence daysof five Central American nations (Guatemala, Hon-duras, Nicaragua, El Salvador and Costa Rica, Sept.15), Mexico (Sept. 16) and Chile (Sept. 18), as wellas Columbus Day/Da de la Raza (Oct. 13 in theUnited States).

On behalf of the Pew Hispanic Institute, DeSilvercompiled these five keys facts about Hispanics inthe United States.

Geography: Although theres been some disper-sion in recent years, the Hispanic population re-mains highly concentrated. More than half (55percent) of the nations Hispanics live in justthree states California, Texas and Florida and71 percent live in just 100 of the nations 3,143counties and county-equivalents.

Population size: According to the Census Bu-reau, there were 51.9 million U.S. Hispanics in2011 (its latest estimate, for 2012, is just over 53million). The Hispanic population grew 47.5percent between 2000 and 2011, according to aPew Research analysis, and accounted for morethan half (55 percent) of total populationgrowth over that period.

Countries of origin: The umbrella term His-panic embraces a wide variety of backgroundsand cultures. However, nearly two-thirds of U.S.Hispanics trace their family origins to Mexico.Puerto Ricans, the nations second-largest His-panic-origin group, make up 9.5 percent of thetotal Hispanic population.

Educational attainment: College enrollmentamong Hispanic high school graduates has risenover the past decade: According to the CensusBureau, 49 percent of young Hispanic high

school graduates were enrolled in college in2012, surpassing the rate for white (47 percent)and black (45 percent) high school grads.

Language usage: A record 35 million (74 per-cent) Hispanics ages 5 and older speak Spanishat home. Spanish is the second-most spokenlanguage in the United States. Nearly all U.S.Hispanics say its important that future genera-tions speak Spanish.

While the Pew Institute statistics paint an overallpicture of Hispanics in America, the Hispanic As-sociation of Colleges and Universities (HACU)presents a detailed snapshot of Hispanics in educa-tion as well as a general look at the population de-mographic.

Hispanic demographics: 17 percent of U.S. population. Median age is 27.4 for Hispanics, compared to

36.8 for the population as a whole. Similar to Pews findings, more than 50 percent

of the nations Hispanics live in California,Florida and Texas. Adding New York, Arizona,Illinois, New Jersey, and Colorado accounts forover 75 percent of all Hispanics.

Hispanic population growth from 2000-10 hasbeen most rapid in the South and Midwest.

2010 purchasing power of U.S. Hispanics was $1trillion, projected to reach $1.5 trillion by 2015.

Hispanic academic attainment: 33.8 percent of Hispanics age 25 and over have

not completed high school as of 2013, comparedto 7.1 percent of non-Hispanic whites.

15.1 percent of Hispanics have at least a bache-lors degree and 4.3 percent an advanced degree,

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as of 2013, compared to 35.2 percent and 12.9percent for non-Hispanic whites.

70.3 percent of Hispanic high school graduatesages 16 - 24 were enrolled in college in 2012,compared to 65.7 percent for whites.

Hispanic higher education: 2.76 million Hispanics were enrolled in non-

profit institutions in 2012, including PuertoRico.

51 percent (1,308,703) of Hispanic undergrad-uate students attend two-year institutions (com-pared to 41.7 percent of all undergraduates).

Department of Education data provides the miss-ing piece of information about the state of Hispanicfaculty on the higher education level.

In fall 2011, there were 1.5 million faculty mem-bers in degree-granting postsecondary institutions approximately half were full-time instructors andhalf were part time. Faculty includes professors, as-sociate professors, assistant professors, instructors,lecturers, assisting professors, adjunct professors, orinterim professors (or the equivalent).

In fall 2011, of those full-time instructional fac-ulty members whose race/ethnicity was known, 79percent were white (44 percent were white malesand 35 percent were white females), 6 percent wereblack, 4 percent were Hispanic, 9 percent were

Asian-American/Pacific Islander, and less than 1percent were Native American/Alaska Native or twoor more races. Among full-time professors, 84 per-cent were white (60 percent were white males and24 percent were white females), 4 percent wereblack, 3 percent were Hispanic, 8 percent wereAsian-American/Pacific Islander, and less than 1percent were Native American/Alaska Native.

The take away from all these snapshot statistics isthat Hispanics have made inroads in higher educa-tion, but much more has to be done to increase thenumber of degree recipients and faculty memberswithin the Hispanic high education community.

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COMING NEXT ISSUE:New Feature

Own It!A New Column Aimed at Showing

the Connection BetweenEntrepreneurshipand Latino Student

Retention and SuccessSOURCE: U.S. Department of Education, National Centerfor Education Statistics. (2014).

SOURCE: U.S. Department of Education, National Centerfor Education Statistics. (2014).



P R O G R A M SL E A D E R S H I P / R O L E M O D E L S

The celebration of Hispanic Heritage Month would not be complete without anod to this group of Hispanic artists, athletes, educators, royalty, physicians,scientists, soldiers, public officials, and clergy. Their efforts over the yearshave helped raise the consciousness of the world about the contributions of Hispanics

and the challenges Hispanics have faced and brilliantly overcome.

NOTEWORTHY

HISPANICS

WHO HAVE LIVED

EXTRAORDINARY LIVE

S

By Mary Ann Cooper


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LUIS WALTER ALVAREZ PhysicistBORN: June 13, 1911 in San Francisco, Calif. Alvarez was awarded the Nobel Prize for Physics in 1968 for his decisive contributionsto elementary particle physics, in particular the discovery of a large number of res-onance states, made possible through his development of the technique of using hy-drogen bubble chamber and data analysis. During World War II (at M.I.T.) he wasresponsible for three important radar systems the microwave early warning system,the Eagle high altitude bombing system, and a blind landing system of civilian aswell as military value aircraft. He flew as a scientific observer at both the Almagordoand Hiroshima explosions.

RICHARD CAVAZOS Army OfficerBORN: Jan. 31, 1929 in Kingsville, TexasRichard Edward Cavazos, a Korean War recipient of the Distinguished ServiceCross as a first lieutenant, advanced in rank to become first Mexican-Americanfour-star general in the United States Army. During the Vietnam War, as a lieutenantcolonel, Cavazos was awarded a second Distinguished Service Cross. In 1976,Cavazos became the first Mexican-American to reach the rank of brigadier generalin the U.S. Army. Cavazos was in the army for 33 years, serving his final commandas head of the U.S. Army Forces Command.

MARIA CONTRERAS-SWEET Business Executive/Public Servant BORN: Jan. 1, 1955 in Guadalajara, MexicoMaria Contreras-Sweet became the 24th Administrator of the U.S. Small BusinessAdministration and a member of President Obamas Cabinet on April 7, 2014.Contreras-Sweet is a successful entrepreneur, business executive, and state cabinetofficial. Prior to her arrival in Washington, Contreras-Sweet founded the firstLatino-formed commercial bank in California in more than 35 years. Contreras-Sweet was the first Latina to hold a state cabinet post in California.

RUBN DARO PoetBORN: Jan. 18, 1867 in Metapa, NicaraguaFlix Rubn Garca Sarmiento, known as Rubn Daro, was a Nicaraguan poet whointroduced the Spanish-American literary movement known as modernismo (mod-ernism) that became popular toward the end of the 19th century. In Daros 1896book, Los Raros (The Rare Ones), he wrote about authors Edgar Allan Poe, HenrikIbsen and Jos Mart. Daro considered Marti to be his twin soul and maestrowhen he met the Cuban patriot in New York.

PLCIDO DOMINGO TenorBORN: Jan. 21, 1941 in Madrid, SpainPlcido Domingo is a world-renowned, multifaceted artist, recognized not only asone of the finest and most influential singing actors in the history of opera but alsoas a respected conductor. And as general director of Los Angeles Opera and Wash-ington National Opera, he is a major force as an opera administrator. Newsweekand other international publications have fittingly described Plcido Domingo asthe King of Opera, a true renaissance man in music, and the greatest operaticartist of modern times.

LEADERSHIP/ROLE MODELS


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CARLOS J. FINLAY Medical DoctorBORN: Dec. 3, 1833 in Puerto Principe, CubaCarlos Juan Finlay y de Barr was the first to theorize, in 1881, that a mosquito wasa carrier, now known as a disease vector, of the organism causing yellow fever. Heposited that a mosquito that bites a victim of the disease could go on to bite andinfect a healthy person. A year later Finlay identified the Aedes mosquito as theinsect that carried yellow fever. He recommended controlling the mosquito popu-lation as a way to contain yellow fever. Finlay was the chief health officer of Cubafrom 1902 to 1909 and received Frances Legion of Honor Cross in 1901.

RITA HAYWORTH ActressBORN: Oct. 17, 1918 in Brooklyn, N.Y.Margarita Carmen Cansino was the oldest child of two dancers, Eduardo Cansino,Sr., from Castilleja de la Cuesta near Seville, Spain and Volga Hayworth, an Americanof Irish-English descent who had performed with the Ziegfeld Follies. Appearingfirst as Rita Cansino, she changed her name to Rita Hayworth and her natural darkbrown hair color to dark red to attract a greater range of roles. Hayworth appearedin a total of 61 films over 37 years. She is listed by the American Film Institute asone of the 100 Greatest Stars of All Time.

ISABELLA OF CASTILE RoyaltyBORN: April 22, 1451 in Madrigal de las Altas Torres, SpainIsabella of Castile, also known as Isabella the Catholic and Isabella I, and her hus-band, Ferdinand II of Aragon, set the stage for political unification of Spain undertheir grandson, Holy Roman Emperor Charles V. Isabella and Ferdinand are infa-mously known for completing the Reconquista, ordering conversion or exile oftheir Muslim and Jewish subjects in the Spanish Inquisition, and famously for sup-porting and bankrolling Christopher Columbus 1492 voyage that led to the Euro-pean discovery of the Americas. Isabella was granted the title Servant of God bythe Catholic Church in 1974.

ERNESTO LECUONA ComposerBORN: Aug. 7, 1896 in Guanabacoa, CubaErnesto Lecuona y Casado was a Cuban composer and pianist. He composed over600 songs and musical pieces for the stage. As a child prodigy, he composed hisfirst song at the age of 11. He graduated from the National Conservatory of Havanawith a Gold Medal for interpretation when he was 16. His successful piano recitalsin 1928 at Paris contributed to a renewed worldwide interest in Cuban music. In1942, his great hit, Always in My Heart (Siempre en mi Corazn) was nominatedfor an Oscar for Best Song.

TANIA LEN Composer/ConductorBORN: May 14, 1943 in Havana, CubaTania Len is a composer and conductor and recognized for her accomplishmentsas an educator and advisor to arts organizations. Lens opera, Scourge of Hy-acinths, is based on a play by Wole Soyinka with staging and design by RobertWilson. Len has appeared as guest conductor with the Symphony Orchestra andChorus of Marseille, the Orquesta Sinfnica de Asturias, LOrchestre de la SuisseRomande, Orquesta Filarmnica de Bogot, the Gewaundhausorchester, ChamberOrchestra of Geneve, Switzerland, the Guanajuato Symphony Orchestra, Mexico,and the WaZulu-Natal Philharmonic Orchestra, South Africa.




JOS MART Writer, StatesmanBORN: Jan. 28, 1853 in Havana, CubaJos Julin Mart Prez is a national hero in Cuba who was a poet, an essayist, jour-nalist, revolutionary philosopher, translator, professor, publisher, and political the-orist. He published his first political writings in 1869, which eventually led to hisarrest by Spanish colonial troops in 1870. His Manifest of Montecristi, explainingthe reasons for Cuban self-rule became one of the popular rallying cries for theCuban War of Independence. His death in 1895 spurred on the Cuban revolution-aries and those Cubans previously reluctant to start a revolt against Spain.

MARIO J. MOLINA Research ChemistBORN: March 19, 1943 in Mexico City, MexicoMario Molina joined the lab of Professor F. Sherwood Rowland in 1973 and con-tinued Rowland's pioneering research into hot atom chemistry, which is the studyof chemical properties of atoms with excess translational energy owing to radioactiveprocesses. While at the Massachusetts Institute of Technology, Molina was awardedthe Nobel Prize in Chemistry in 1995 for his work in atmospheric chemistry, par-ticularly concerning the formation and decomposition of ozone. He won the 1989NASA Medal for Exceptional Scientific Advancement and the 1989 United NationsEnvironmental Programme Global 500 Award.

PABLO NERUDA PoetBORN: July 12, 1904 in Parral, ChileNeftal Ricardo Reyes Basoalto became a contributor to the literary journal SelvaAustral under the pen name of Pablo Neruda, which he adopted in memory of theCzechoslovak poet Jan Neruda (1834-1891). The Spanish Civil War and the murderof Garca Lorca, whom Neruda knew, affected him strongly and made him join theRepublican movement, first in Spain, and later in France, where he started workingon his collection of poems Espaa en el Corazn. He was awarded the Nobel Prizein Literature in 1971.

BERNARDO OHIGGINS StatesmanBORN: Aug. 20, 1778 in Chillan, ChileBernardo OHiggins Riquelme was a Chilean independence leader who, togetherwith Jos de San Martn, freed Chile from Spanish rule in the Chilean War of Inde-pendence. He was of Spanish and Irish ancestry. Although he was the secondSupreme Director of Chile, he is considered one of Chiles founding fathers. Chileshighest award for a foreign citizen is named in honor of OHiggins, whilst theChilean Navy has named several ships in his honor. The Chilean Base GeneralBernardo OHiggins Riquelme research station in Antarctica is named in his honor.

ANTHONY QUINN Actor BORN: April 21, 1915 in Chihuahua, Mexico.Antonio Rodolfo Quinn Oaxaca, also known as Anthony Quinn, spent more than60 years on stage, television and in films a career that included the creation oftruly classic characters in La Strada, Viva Zapata!, Lust for Life Requiem fora Heavyweight and Zorba the Greek. He won the Academy Award for Best Sup-porting Actor twice; for Viva Zapata! in 1952 and Lust for Life in 1956, as wellas six Oscar nominations. He was also an accomplished artist. Besides his achieve-ments in acting, sculpting and painting, Anthony also wrote two autobiographies,The Original Sin, published in 1974 and One Man Tango, published in 1994.




MARIANO RIVERA AthleteBORN: Nov. 29, 1969 in Panama City, PanamaMariano Rivera is a 13-time All-Star and five-time World Series champion. He isMLBs career leader in saves (652) and games finished (952). Rivera won five Amer-ican League (AL) Rolaids Relief Man Awards and three Delivery Man of the YearAwards, and he finished in the top three in voting for the AL Cy Young Award fourtimes. Rivera was signed by the Yankees organization in Panama in 1990, and hedebuted in the major leagues in 1995. Initially a starting pitcher, he was convertedto a relief pitcher late in his rookie year. After a breakthrough season in 1996 as asetup man, he became the Yankees closer in 1997.

ANDRS SEGOVIA MusicianBORN: Feb. 21, 1893 in Linares, SpainAndrs Segovia Torres, 1st Marquis of Salobrea, known as Andrs Segovia, was avirtuoso Spanish classical guitarist. He has been regarded as one of the greatestguitarists of all time. Many professional classical guitarists today are students ofSegovia, or students of his students. Segovias contribution to the modern-romanticrepertoire not only included commissions but also his own transcriptions of classicalor baroque works. He is remembered for his expressive performances: his widepalette of tone, and his distinctive musical personality, phrasing and style.

SONIA SOTOMAYOR Supreme Court JusticeBORN: June 25, 1954 in Bronx, N.Y.Justice Sotomayor earned a BA in 1976 from Princeton University, graduatingsumma cum laude and receiving the universitys highest academic honor. In 1979,she earned a JD from Yale Law School where she served as an editor of the Yale LawJournal. In 1991, President George H.W. Bush nominated her to the U.S. DistrictCourt, Southern District of New York, and she served in that role from 19921998.President Barack Obama nominated her as an Associate Justice of the SupremeCourt on May 26, 2009, and she assumed this role Aug. 8, 2009.

TERESA OF VILA Nun EducatorBORN: March 28, 1515 in vila, SpainTeresa of vila, also called Saint Teresa of Jesus, was a Roman Catholic saint,Carmelite nun, an author of the Counter Reformation and theologian of contem-plative life through mental prayer. She was a reformer of the Carmelite Order andis considered to be a founder of the Discalced Carmelites along with John of theCross. Forty years after her death, in 1622, she was canonized by Pope Gregory XVand on Sept. 27, 1970, was named a Doctor of the Church by Pope Paul VI.

FLIX VARELA Philosopher, PriestBORN: Nov. 20, 1788 in Havana, Cuba Flix Varela was a Roman Catholic priest and independence leader in Cuba. TheCuban government has created an award bearing his name, entitled the OrdenFlix Varela, which is given to those whom the government deems to have con-tributed to Cuban and worldwide culture. He fled to the United States in 1824when the King of Spain ordered his execution for encouraging Cuban independence.In 1997 the United States Postal Service honored Varela by issuing a 32-cent com-memorative stamp.



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


O R G A N I Z A T I O N S

Latino LeadersNetwork:A Legacy Built onPowerful Stories

By Sylvia Mendoza

F or a long time, Mickey Ibarra couldnt tell hispersonal story of overcoming certain obstaclesin his young life to become the man he is today.With degrees in political science and special educa-tion, his professional life started with service in theArmy. Then he became a high school teacher of at-risk students, a representative of the National Edu-cation Association, an entrepreneur, a political strate-gist, motivator and eventually served as assistant toPresident Bill Clinton.

My realization was that it was important for meto share my own story, especially as Clinton empha-sized the importance of education reform. How dida little Mexican boy hailing from Spanish Fork, Utah,get to the White House to serve as liaison to the Pres-ident of the United States? I was an example of whatcould happen with a good education and people whoreached out to help.

Where did his story start? He was raised in the fos-ter care system in Utah. When I finally found thecourage to tell my story at the White House, it neverfailed to impact someone in that audience, he says.People cried, came up to tell him their stories, andrelated to his. I overcame what many would call ob-stacles and turned them into opportunities until Ireached the highest level of government I could ever

Mickey Ibarra, founder, Latino Leaders Network.Photo: Latino Leaders Network




have imagined. In the process, he stayed true to hisadvocacy efforts in making a difference.

He realized the power personal stories of overcom-ing obstacles to achieve success could have on inspir-ing others to follow their dreams and make thingshappen. He wanted to provide a platform.

In 2004, he founded the Latino Leaders Network. The sharing of personal stories from a politician

to an artist to an educator to an entrepreneur, andevery occupation in between has become the cor-nerstone for the Latino Leaders Network, a nonprofit,nonpartisan organization based in Washington D.C.,dedicated to establishing relationships and dialogueon issues important to the Latino community. Ibarrasvision was to bring leaders together for the purpose ofgetting better acquainted, supporting each other, andhelping communities succeed and honoring a leaderwho had overcome obstacles to succeed.

These stories unite us, motivate us, re-energize us,and remind of us of our responsibility to succeed, de-spite the obstacles, he says. What good is it if wekeep our stories to ourselves?

In 2004, the first Latino Leaders event was held atthe Democratic Convention to honor Bob Menn-dez. More than 500 people showed up to listen tohim, explains Ibarra. When calls flooded in after the

event, he knew they had something. Now in its 10th year, the Latino Leaders Network

sponsors key events annually. Four Latino LeadersLuncheons are held three in Washington and oneelsewhere. The Tribute to Mayors is held twice a yearduring the U.S. Conference for Mayors winter andsummer meetings. At the luncheons, an Eagle Lead-ership Award is presented to the honoree that hasshown significant contribution to Latinos and theircommunities. The Antonio Villaraigosa Award is pre-sented to mayors who devote themselves to includeLatinos at all levels in their communities. In June,Mayors Ed Lee of San Francisco and Nelda Martnezof Corpus Christi were honored.

In July, the Latino Leaders Luncheon celebrated its10-year anniversary. The honoree was Dr. Juan An-drade, Jr., president of the United States Hispanic Lead-ership Institute (USHLI), an internationally recognizedChicago-based Latino nonprofit that organizes andconducts nonpartisan voter registration and leadershipdevelopment programs in 40 states. Andrade has re-ceived a Presidential Medal for the performance of ex-emplary deeds of service for the nation andpromoting leadership and civic participation.

Andrade joins the echelons of the many that havebeen honored. Leadership doesnt happen acciden-

Sponsor, Kraft Food Group:Jos Quezada, Greg Marak, Dr. Juan Andrade, Jr., Mickey Ibarra, Tami Buckner,Matt Markham &David Rodrguez. Photo: Latino Leaders Network





tally, Ibarra says. We must do well and do good atthe same time. Leaders bring focus to a cause, havethe ability to organize others to take action, bring like-minded people together, remind others of objectivesat hand, widen their reach. Its about community andpositive impact. We have to be of help to others.

Sectors include sports, education, corporation,politicians, advocates, sciences a sprinkling of allcareers, a good mix, says Ibarra.

A cross section of honorees have included, for ex-ample, Francisco Figueroa, a pediatric neurosurgeon,Henry Cisneros, Mayor of San Antonio, Janet Mur-guia of NCLR, who told a story of her siblings suc-cess as judges and attorneys.

Then there are the stories of Mel Martnez, arefugee from Cuba who came with the Peter Pan Pro-gram, as an unaccompanied child brought here andput in camps which relates to issues today, says Ibarraand Congressman Luis Gutirrez, who is passionateabout comprehensive immigration reform. Heshared how his parents moved from Puerto Rico toChicago and then back because they didnt like it, butby then he didnt speak Spanish. He experienced im-mense discrimination from his own people. That ex-perience made him so ashamed, he said, he vowed tofight for people to be treated respectfully.

Even leaders need to be inspired and the eventssponsored by the Latino Leaders Network providethat spark. We benefit from the treasure trove of sto-ries. Much time is demanded of us, and its easy tobecome untethered. This gives us a chance torecharge our batteries, says Ibarra.

In the future, the number of events held in Wash-ington might be reduced so they can go on the roadfor smaller regional meetings in cities across thecountry, allowing for more intimate conversations ofspecific communities. Theyve been to Los Angeles,Phoenix, Philadelphia, Charlotte, Boston, and SanDiego, says Ibarra. Its important to remember ourmission of bringing our leaders together.

Also in the works is a book project detailing ap-proximately 15 leadership principles. It is targeted toreaders of all ages and ethnicities, while focusing onspecific leaders but also inspiring others to step upand become leaders themselves.

What knowledge Ive gathered up in 30 years inWashington and through this organization, saysIbarra.

Leaving legacies is what leaders do. Ibarra is no ex-ception. There is value in his story, in his experiences.Even though he has never shared his story on the

Latino Leaders luncheon platform, his continualleadership efforts set the bar high for those honorees.

After he left the White House as Director of Inter-governmental Affairs, Ibarra founded the IbarraStrategy Group, a government relations and publicaffairs firm based in Washington, D.C., specializingin advocacy, Hispanic outreach and intergovernmen-tal affairs. He is a member of the Ibarra FoundationBoard of Directors and served on the Mexican-American Legal Defense and Education Fund Board.In 2014 he was awarded the U.S. Hispanic Chamberof Commerce Community Champion Award and in2012, received the inaugural Medallion of Excellencefor Government Relations from the U.S. HispanicLeadership Institute.

The Mickey Ibarra papers (1996-2001), which con-tain professional diaries, White House memoranda,campaign materials, and correspondence, have beendonated to his alma mater, University of Utah, andare held in the special collections department at theJ. Willard Marriott Library. I hope others can learnfrom my experiences. The only thing I havent turnedover but will upon my death is a picture of me andmy new boss in the Oval Office and the official cer-tificate of my appointment.

Perhaps one day hell take to the podium at theLatino Leaders luncheon but until then, he continueshis mission. The Latino Leaders Network will closeout its celebratory decade by honoring Maria Con-treras Sweet, administrator of the Small Business Ad-ministration (SBA) at this months October LatinoLeaders luncheon.

And then theres next year to think about, says Ibarra.We wont ever run out of leaders to honor.

Leaders bring focus to acause, have the ability toorganize others to takeaction, bring like-mindedpeople together, remindothers of objectives at hand.Mickey Ibarra, founder & chairman, Latino Leaders Network



Isaac Tejeira came to the U.S, as a teenager fromPeru and performed poorly in high school. Withfew opportunities to further his education, heenrolled in a community college determined to turnhis academic life around.

He did, carrying a 4.2 GPA and participating instudent government. Still, he needed help to fulfillhis dream of becoming an architect.

Isaac is the perfect example of a student whoneeded a great deal of guidance and hand-holdingthrough the college selection and application processbecause its so overwhelming and demanding, saysShirley Acevedo Buontempo, founder and executivedirector of Latino U, a nonprofit that offers informa-tion sessions and workshops that help first-generationLatinos and their families through the process.

First-generation Latino high school students,Acevedo Buontempo says, are under applying tocolleges in significant numbers because they andtheir parents dont have the recourses and infor-mation necessary to make informed decisions.

For example, there was the father of a first-gener-ation Latino student who approached Acevedo Buon-tempo during a Latino U information session withhis sons high school transcript and awards. The stu-dent was attending a high school known for its rig-orous science curriculum, he was a member of the

L E A D E R S H I P / R O L E M O D E L SI N N O V A T I O N S & P R O G R A M S

Latino UOffers Help on College Selection

and Application ProcessBy Frank DiMaria

Shirley Acevedo Buontempo, founder and executive director of Latino U




robotics club, an athlete and he was carrying a 3.4GPA. Acevedo Buontempo was impressed with thestudents transcript and accomplishments but dis-appointed when she learned he was applying to threenon-selective colleges. This is a significant exampleof under applying, says Acevedo Buontempo.

How about MIT? she asked, speaking off the topof her head. His eyes lit up but insisted it was unaf-fordable. Thats when Acevedo Buontempo droppeda bombshell. She told the father that since selectiveinstitutions have larger endowments, they can offermore substantial financial aid packages then less se-lective schools.

Seventy percent of Latinos are applying to lessselective open enrollment institutions when a goodnumber of those students could easily qualify formore selective private institutions where they canreceive financial aid and support, she says.

Acevedo Buontempo, a first-generation Latina, gotthe idea for Latino U after helping her own twodaughters through the college application process.Although she and her husband enjoyed professionalsuccess and had the resources to ensure their daugh-ters could apply to selective schools, she wonderedabout those who dont have such resources. AcevedoBuontempo sensed inequity.

Theres an imbalance especially in the area wherewe live where people with resources can help theirchildren so much more, she says. But those whodont have information or dont have money to investin SAT prep classes and tutors their children are im-mediately at a disadvantage.

To correct the imbalance she created the businessplan for Latino U. Her plan was to provide informa-tion, resources and support to Latino families andtheir children so they can successfully apply to college.Her mantra for Latino U is inform, guide and sup-port. Her goal is to create a series of programs thatare replicable and sustainable.

During Latino Us first two years, Acevedo Buon-tempo forged relationships with three school districtsin Westchester County, about an hours drive northof New York City. Considered by many an affluentcounty, Westchester has a significant and fast-growingHispanic population. Currently school districts inWestchester average 26 percent Hispanic. Seven ofthose districts are 50 percent or greater Hispanic.These young children are children of immigrantswho have moved up to this area to provide a work-force and to support the more affluent communitymembers, says Acevedo Buontempo.

Latino U offers a host of programs designed to in-form first-generation Latino students and their par-ents about the college selection and applicationprocess. But information is ineffective if it is not palat-able for the target audience. So Acevedo Buontempoand her Latino U volunteers deliver the informationin a culturally relevant manner. I recognized earlyon that unless you provided information in Spanishfor parents whose primary language is Spanish andwho prefer to learn like this, we wouldnt be able tosuccessfully assist them, says Acevedo Buontempo.

Reaching this audience means that Acevedo Buon-tempo has to take it back a notch, and offer the verybasics. Over the course of the school year starting in thefall students and parents can attend four informationsessions. During those sessions she discusses topics aselementary as the difference between public and privateinstitutions and basic financial aid. Even parents whohave earned degrees in their native countries, she says,have difficulty navigating the U.S. system.

More than 700 parents have attended Latino Uspresentations in the three school districts that LatinoU serves. We give parents resources and tools sothey can gently guide their children. But at the sametime we understand that a lot of this might be over-whelming and more than they can manage on theirown, so we have workshops and volunteers to provideadditional support in a more hands-on approach,says Acevedo Buontempo.

She has developed two key collaborations at the highschools she serves. First she partnered with guidancecounselors, who initially viewed her support as criticism.I made it clear that we could not do everything thatguidance could do and our intent was to serve the com-munity by offering Spanish-language information andsupport, says Acevedo Buontempo.

Latino U reinforces guidance counselors roles byproviding additional information that helps themmeet their objectives. To that end, last year Latino U



L E A D E R S H I P / R O L E M O D E L SI N N O V A T I O N S & P R O G R A M S

partnered with Lesley Tompkins, the director of guid-ance at White Plains High School in White Plains,N.Y. Tompkins noticed that Hispanic students werenot receiving the financial aid available to them be-cause they were failing to complete the FAFSA. To-gether Acevedo Buontempo and Tompkins presenteda FAFSA information session in Spanish.

After parents and students digested that information,Acevedo Buontempo presented a FAFSA boot camp.Parents arrived with their prepared income tax formsand Latino U volunteers helped them complete theFAFSA. One hundred families completed the FAFSA.These are families that probably would have gottenstuck and never would have finished it. Perhaps theywould have been overwhelmed by the questions on it,says Acevedo Buontempo.

Over the past two years Acevedo Buontempos rela-tionship with Westchester guidance counselors hasevolved into a true collaboration. Now guidance depart-ments deliver information in English and Latino U de-livers it in Spanish.

The second collaboration that Acevedo Buontempohas cultivated is one with Westchester Countys publiclibraries. Touting Latino Us programs as an addedvalue for the community, the White Plains public li-brary has embraced them. Libraries are an importantresource in the communities Acevedo Buontemposerves for a couple reasons. Often parents cantarrange transportation to the high school for infor-mation sessions and some of those sessions are sched-uled when parents are at work. Latino U holds itsworkshops on weekends in Westchester libraries, amore convenient option for parents.

For any number of reasons, Latino parents might notbe able to provide their children with the resources,knowledge and experience in the college selection andapplication process. Latino U fills the gap, giving theparents resources that they would not otherwise have.One of our supporters and advisors is a professionalcollege counseling company called Dunbar EducationalConsultants. They provide pro bono training to our vol-unteer coaches. They share their tips that they normallycharge mega dollars for with their regular clients. Theydo a training session with us thats invaluable, saysAcevedo Buontempo.

For the coming school year Acevedo Buontempoplans to broaden Latino Us scope by offering itsservices to a wider audience. She has been focusingon high school students, but this year she intends tooffer her workshops to middle school students andtheir families.

She also plans to focus on college success and re-tention by developing college bound programs andstronger relationships within the higher educationcommunity. I am really interested in having otherinstitutions in higher education to reach out to usthat might be interested in becoming sponsors ofour work or Latino professionals or others who arepassionate about this topic and want to become sup-porters, donors and sponsors, says Acevedo Buon-tempo. We are in a scale up process and we are look-ing for any kind of financial or in kind support thatwe can get.

Seventy percent of Latinosare applying to less selectiveopen enrollment institutions

when a good number of those

students could easily qualify

for more selective private

institutions where they can

receive financial aid and

support.

Shirley Acevedo Buontempo, founder

and executive director of Latino U



For a long time, I have wanted to offer my perspec-tive on the needs of the nearly 6 million Englishlearners (ELs) in our public schools. My interest isboth professional and personal I was an English learnermyself. My parents came from Puerto Rico in search ofopportunity, and I was born in New York City, growingup with Spanish as my first language.

My parents did not finish high school, but they under-stood the importance of education and made sure that mysisters and I completed high school and went on to collegewhile retaining the Spanish language. Today, all four of ushave advanced degrees. Being able to navigate easily be-tween mainstream society and the Latino world has beena plus for all of us.

My concerns about ELs assumed new importance in2011 when I was asked to lead an Educational TestingService initiative on EL needs. I realized that while ETShad decades of experience in international English pro-ficiency assessments, our domestic experience was lim-ited. So we set out to listen to experts across the country.

The unsettling conclusion: Large numbers of studentslack sufficient opportunities to learn, to master Englishand other subjects, to get postsecondary degrees and goon to productive careers. It amounts to disregard of ourmoral and civic obligations. Assuring more productivelives for ELs, in my view, is both a moral and an eco-nomic imperative

ELs need us, and the nation needs them. Given theirgrowing numbers, serving them well can improve edu-cational attainment and help assure productivity andcompetitiveness in coming decades.

Given these imperatives, in 2012, ETS created a newresearch center for English Language Learning and As-sessment (ELLA) in its Research & Development divi-sion. I am pleased that it has elevated the profile of ELresearch in general and is investing more in serving ELsin the United States.

Now with 15 scientists, this unique center has attractedtalent and interest from around the world. Meanwhile,ETS has added a substantial number of assessment designand development specialists and psychometric experts tosupport research and development in this growing area.

Our research emphasis is in three major areas:1) Assessing English-language proficiency by review-

ing current practices, identifying the skills neededto meet the Common Core State Standards and de-veloping improved assessments of English-languageproficiency;

2) Improving assessments of content knowledge forELs by investigating the validity and fairness of con-tent assessments for ELs for example, developingguidelines to make test questions in math and sci-ence tests appropriate for ELs in terms of linguisticcomplexity and cultural references; and

3) For teachers of ELs, identifying the required contentand pedagogical knowledge and developing technol-ogy-enhanced professional development materials.

I am delighted that ETS is now working with a coali-tion of 11 states, known as ELPA 21 (English-LanguageProficiency for the 21st Century) to design and developa pool of test items to support the development of ascreener and a summative EL proficiency assessment forELs in grades K12.

The 11 states, led by Oregon, offer ETS an opportunityto help improve English-language assessments for nearly600,000 ELs. We are designing new item types, including arange of innovative item types, many of them technology-enhanced, to make assessments more engaging for studentsand to provide more meaningful information to teachersabout student abilities. The effective use of digitally deliv-ered assessments is the subject of ongoing research.

Helping ELs is a challenge; and we do not profess tohave all the answers. But we do profess to be searchingfor the answers and are fully committed to helping bringabout improvements. Our mission to advance qualityand equity in education compels us to do so.

(The first of a series of ETS white papers on our visionfor next-generation English- language proficiency assess-ment systems to support K12 English learners in theUnited States can be accessed at: http://www.ets.org/s/re-search/pdf/24473_K12_EL_Paper.pdf).

Yvette Donado is the chief administrative officer and seniorvice president of Educational Testing Service, Princeton, N.J.


A National Imperative:

Helping English LearnersBy Yvette Donado

Yvette Donado



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

The political debacle of the current immigrationdebate has left the United States of America di-vided along racial, ethnic and political lines,never seen before in our great country. Not only hasthe debate gone beyond the boundaries of our po-litical spectrum, it has left the American people andits political parties scrambling to maintain a senseof what true democracy can and cannot be. Discus-sions on the current immigration crisis have disre-garded the fact that we are a land of immigrants.As America delves into the murky depths of the im-migration debate, it has ignored who we are asAmericans as well as the browning of America.

Immigration has always been the basic DNA ofAmerica and it has taken away the best of who weare and what we can become as a nation. Immigra-tion reform has more implications for Americas fu-ture than many of us can foresee; not only socially,culturally and economically, but Hispanic politicalpresence is already shaping and defining a newAmerica.

The comprehensive immigration reform policiesare directly related to the future of America, bothto the American people as to who we are and whatwe stand for, but more so to the political parties asthey try to court Americas greatest asset the His-panic vote. The immigration debate has now gen-erated so many divisions in our society that it hasbecome the civil rights debate of 21st century.Never in American history has immigration beensuch a decisive issue where policymaking and theelectoral process go hand-in-hand.

As both political parties implement their political

agendas, they are facing an increasingly tough de-cision whether or not to support the Comprehen-sive Immigration Reform Bill. The decision willultimately lead to a backlash from their own con-stituents and impede efforts to provide a path to cit-izenship for undocumented immigrants living inAmerica. This decision will ultimately define the fu-ture of the political landscape in America. The po-litical importance of the Hispanic vote is closely tiedto Immigration reform and, whether or not weadmit it, the American Presidency will be dictatedby the Hispanic vote. This vote, which can be uti-

Consequences of Immigration Reformfor the American Political Parties

By Stephen Balkaran

Stephen Balkaran



lized by both political parties, will now define theAmerican political process and who or whichparty controls the future political structure ofAmerica.

The growth of the Hispanic electorate is an im-portant factor in the increasing number of congres-sional races across the country. Both our politicalparties have redefined their political agenda to caterto the Hispanics ever-growing presence. Politicallytheir votes remain hugely important for both Dem-ocratic and Republican campaigns. Both the De-mocrats and Republicans have agreed that theHispanic immigration agenda must be dealt in avery sensitive but cautious way because Hispanicvotes will define America's political landscape.

According to Sen. Lindsey Graham, R-.S.C., "If wedon't pass immigration reform, if we don't get it offthe table in a reasonable, practical way, it doesn'tmatter who you run in 2016. We're in a demographicdeath spiral as a party, and the only way we can getback in good graces with the Hispanic community, inmy view, is pass comprehensive immigration reform."The Democratic Party argues, Hispanics are a swingvote; they are no longer a base vote of our party.Though we can all agree that it is the democraticagenda that will help Hispanics live a better life, weneed to tell them in a compelling way. When we speakto them we can move them our way; they can breakthe Republican Party.

The Republican Party acknowledges, given thesize, growth rate and the distribution of Hispanics, itis safe to say that if we do not respect their votingpower, they can change the future of elections.

In fact, according to Janet Murguia, president ofthe National Council of La Raza, "The road to theWhite House runs right through the Hispanic com-munity, and you will not see a Republican becomepresident without it." As the debates over immigra-tion reform continue to evolve, the reform bill fo-cuses mostly on three issues: the economic effectsof legalizing millions of currently illegal immigrantsas well as all future immigration; the possibility ofachieving real border security; and the ethical ques-tion of offering the reward of citizenship to thosewho have entered the country illegally. Despite thisdebacle, the political implication on Americas fu-ture and the Hispanic vote remains critical to thesurvival of American Democracy. The underlyingtruth remains: despite what roles the Democraticand Republican Parties play in comprehensive im-migration reform, it will have an important futureimpact on which political party Hispanics, a swing

vote demographic, will align themselves with. The growth of the Hispanic electorate is going to

be an important factor in an increasing number ofcongressional races across the country in upcomingelections and beyond. More numbers mean morevotes. Immigration reform will bring more votes tothe table and how to attract those voters becomes apolitical chess game for both parties. Moreover, howboth parties handle the issue of comprehensive im-migration reform will have a serious impact on His-panic political voting behavior and futurepresidential elections. The growing presence of theHispanic community will have profound politicalconsequences and future immigration policy agendawill play an important part in defining the Americanpolitical process. If the Immigration Reform Billwere to pass, what would be the implications on ourpolitical landscape? The new law will allow unau-thorized immigrants to gain eventual citizenship butit also carries electoral risks and rewards for the Re-publican and Democratic Parties. On the one hand,if the bill were passed, its paves the way for new vot-ers but more important which political party willthey align themselves with? According to Nate Silver,roughly 80 percent of illegal immigrants are Hispanic,and about 10 percent are Asian-American, bothgroups that voted heavily Democratic in the last twoelections. On the other hand, such legislation couldplausibly improve the Republican Partys brand imageamong Hispanics and Asian-Americans, perhaps al-lowing the party to fare better among these voters infuture elections.

These changes will have a long term effect on ourpolitical process; that is, they would affect the statusof the 11 million unauthorized immigrants who arealready in the United States who will eventually be-come U.S. citizens and exercise one of the fundamen-tal rights we have in America: the right to vote.According to the Congressional Budget Office, if theImmigration Reform Bill becomes law, it will addmore than 17 million new potential voting-age citi-zens by 2036. These potential voters are in additionto the nearly 15 million that the current level of legalimmigration will add by 2036. Combined, currentimmigration would add more than 32 million poten-tial new voting-age citizens by 2036. These changingpolitical demographics paint an alarming political fi-asco that neither political party can afford to under-estimate. If the bill becomes law, Hispanic youths andnaturalized immigrants will be 34 percent of newlyeligible voters in 2014, 35 percent in 2016, 36 percentin 2018, and 37 percent in 2020. California will expe-





rience the greatest impact of immigration reform,with nearly two-thirds of newly eligible voters beingeither Hispanic or Asian-American. The same effectwill take place in many other states where the votingpower will be held by swing votes in both current andfuture elections. States like New Mexico, Texas,Florida, Virginia, North Carolina, Colorado, NewYork, New Jersey and Nevada will now have an im-portant and decisive Hispanic vote that will dictatethe future of elections and political parties.

On other hand, if the bill fails, political conse-quences can undermine the future of both partiesand in the long run might be a death sentence forthe party that opposes immigration reform. Politi-cal parties might become extinct if they dont caterto the Hispanic needs and concerns. How they at-tract and court the new Hispanic voters can be acompelling, cautious and sensitive issue. Accordingto the 2013 Gallup Poll, Hispanic-Americans favorDemocrats over Republicans by a roughly 2-to-1 mar-gin. Second generation Hispanic-Americans were ac-tually more likely to identify with either party thanHispanic immigrants. Sixty-four percent of Hispanicswho were born in the U.S. to parents who were alsoborn in the U.S. favor Democrats, while only 30 per-cent lean Republican. Hispanic immigrants favor De-mocrats over Republicans by a margin of 57 to 25.And among Hispanics born in the U.S. to at least oneimmigrant parent, 57 percent lean Democratic, while34 percent lean Republican.

Whatever the debates might be, both politicalparties cannot afford to play with the Hispanic vote.Immigration reform is a key tool to courting Amer-icas greatest political asset. How both political par-ties resolve the immigration debacle can be animportant gauge on the future of American politi-cal process. Political activist and businessman Don-ald Trump remarked, Immigration reform is asuicide mission for GOP. Courting the votes of His-panics, women, and African-Americans has neverbeen an important element of the Republican Party.Face the Nations Bob Schieffer reminded us theRepublicans are old white men and they are dying.

How and when both political parties address im-migration reform remains a struggle. How theycourt new voters in an ever-changing America restsolely on the embracement of the Hispanic commu-nity. Immigration reform can have severe conse-quences on how American democracy is shaped anddefined. We cannot take the Hispanic vote forgranted. Hispanics are fast becoming the new cor-nerstone of this countrys economic, social, culturaland evermore so political future, based on their po-tential. No other immigrant group in the history ofour great nation has had the potential to redefineAmerica political process. We are still a nation of im-migrants. Live up to your true colors, America.

Stephen Balkaran is an instructor in the department ofphilosophy & political science at Quinnipiac University.



From the Scholars Corner

When I was a child in Mexico City, mymother went to school to become ateacher. I vividly remember the day of hergraduation and my paternal grandmothertelling me that one day I too would graduatefrom a big university. The culture in myfamily emphasized what university I wasgoing to attend, not whether or not I wouldgo to college. My educational and career as-pirations were shaped by my mothersteaching background: I wanted to help youthand families while making an impact in edu-cation institutional practices.

As an immigrant child, I constantly strug-gled to learn the complexities of the educa-tional system in the United States. Though Ioften felt alone as I sought to continue myeducation, I always felt supported by my par-ents and family. I witnessed peers and theirfamilies also trying to seek information fromschools that for one reason or another didnot seem to reach us. I became interestedin researching the ways in which immigrantparents interact with educational institu-tions as they seek to support their childrenin their educational journeys.

My work focuses on examining the multi-ple ways that Latino parents support, advo-cate and participate in the education of theirchildren. Often their participation goes un-noticed and is invalidated because it doesnot conform to mainstream standards. Ifocus on the critical transition period be-tween high school and college for first-gen-eration college students, when supportsystems need to work collectively with fam-

ilies to ensure the recruitment and reten-tion of these students.

Part of the difficulty of being a graduatestudent is the sense of solitude that comesnot only from working in a specific area ofstudy, but also from being one of the few stu-dents of color in a department or program.In searching to build a community of schol-ars striving to improve these conditions, Iwas encouraged to apply to the GraduateStudent Fellows Program of the AmericanAssociation of Hispanics in Higher Educa-tion. Being selected from among candidatesacross the country was a tremendous honor.Participating in the program and learningfrom the various workshops was an unfor-gettable experience. I was able to form a na-tional network that provides me withvaluable peer support and encouragement. Ihave often wondered about how to balancebeing a mother and an academic, and I re-ceived mentoring and valuable informationfrom academic mothers who are pre-tenured, are in the process of receivingtenure, or have received tenure while balanc-ing a family.

The AAHHE fellowship laid a solid foun-dation for creating a supportive communityof scholars. This network of scholars is aconstant reminder that in our various strug-gles we are not alone, and we have help toguide us along the way. I now feel connectedto scholars across the nation who have thecommon goal of empowering communitiesand advocating for better educational op-portunities for students.

By Lisceth Brazil-Cruz, 2014 Graduate Fellow, School Organization and EducationalPolicy, University of California, Davis



Interesting Reads

With a Book in Their Hands: Chicano/aReaders and Readerships across the CenturiesEdited by Manuel M. Martn-RodrguezWhat happens during the act of readingis the subject of the branch of literaryscholarship known as reader responsetheory. Does the text guide the reader?Does the reader operate independentlyof the text? Questions like these shapethe approach of the essays in this bookedited by a scholar known for his work in using readerresponse theory as a window into Chicana and Chi-cano literature.2014. 288 pp. ISBN: 978-0826354761. $45.00 cloth.University of New Mexico Press, Albuquerque, N.M.(800)249-7737. www.unmpress.com.

The Jar of Severed Hands: The Spanish Deporta-tion of Apache Prisoners of War, 1770 1810By Mark Santiago More than two centuries after the Coron-ado Expedition first set foot in the region,the northern frontier of New Spain in thelate 1770s was still under attack byApache raiders. Mark Santiagos pres-ents an account of Spanish efforts tosubdue the Apaches. The books titlecomes from a 1792 report that Spanish soldiers am-putated the left hands of the dead prisoners killed try-ing to escape captivity and preserved them in a jar fordisplay to their superiors.2011. 264 pp. ISBN: 978-0806141770. $29.95 cloth. Uni-versity of Oklahoma Press Norman, Okla. (800) 627- 7377www.oupress.com

The Joaqun Band: The History behind the Legendby Lori Lee WilsonAfter the U.S.-Mexican War, gold was dis-covered in northern California, a Mexicanterritory that had been ceded to theUnited States. Thousands of Mexican andAmerican citizens traveled to the gold re-gion and soon clashed. The ruling Ameri-cans enforced unjust laws that impelledsome Mexicans to become bandits, Joaqun Murrietaamong them. Lori Lee Wilson discovered previouslyunrecognized cultural and political forces that shapedthe Joaqun band legend.2011. 336 pp. ISBN: 978-0803234611. $29.95 cloth. Uni-versity of Nebraska Press, Lincoln Neb. (402) 472- 3581.www.nebraskapress.unl.edu.

The Stray Bullet: William S. Burroughs in Mexicoby Jorge Garca-Robles (Author), Daniel C. Schechter(Translator) 2013. 176 pp. ISBN: 978-0816680634.$17.95 paper. University of Minnesota Press Minneapolis,Minn. (612) 627- 1970. www.upress.umn.edu/

William Seward Burroughs II, alsoknown by his pen name William Lee, wasan American novelist, short story writer,essayist, painter, and spoken word per-former. A product of the Beat Generationand a postmodernist author, he is consid-ered to be culturally influential and an in-novative 20th century artist. Burroughswrote 18 novels and novellas, six collections of shortstories and four collections of essays. Five books havebeen published of his interviews and correspon-dences. He also collaborated on projects and record-ings with numerous performers and musicians, andmade many appearances in films. This book, however,is not about Burroughs, the artist, it is about the com-plicated man he was. The author begins with a briefrundown on what brought Burroughs to Mexico in thelate 1940s and what caused him to flee the country.

William S. Burroughs arrived in Mexico City in 1949,having slipped out of New Orleans while awaiting trialon drug and weapons charges that seemed like anopen and closed case which would have sent him toprison for a long time. The author reveals Burroughsat a time when he was not convinced his destiny wasto be a writer. He walked away from a series of failedbusiness ventures --including a scheme to grow mar-ijuana in Texas and sell it in New York. He was nostranger to the criminal underworld. He was wellknown for his drug use and numerous arrests. Hestayed in Mexico for three years, a period that culmi-nated in the defining incident of his life: Burroughsshot his common-law wife, Joan Vollmer, while playingWilliam Tell with a loaded pistol. He was tried and con-victed of murder in absentia after fleeing Mexico.

Garca-Robles first published The Stray Bullet in1995 in Mexico, where it received the Malcolm Lowryliterary essay award. It is a creative and engaging ac-count of Burroughss formative experiences in Mexico,his fascination with Mexico Citys uninhibited women,his acquaintances and friendships there, and his con-tradictory attitudes toward the country and its culture.Mexico, Garca-Robles explains, was the place inwhich Burroughs embarked on his fatal vocation asa writer.

The authors research includes interviews with thosewho knew Burroughs and his circle in Mexico City. Gar-ca-Robles portrays a time in Burroughss life that hasbeen overshadowed by the tragedy of Joan Vollmersdeath. He re-creates the bohemian Roma neighbor-hood where Burroughs resided with Joan and their chil-dren, the streets of postwar Mexico City that Burroughsexplored, and such infamous figures as Lola la Chata,queen of the citys drug trade. This book also offers acontribution by Burroughs himself a sketch of hisshady Mexican attorney, Bernab Jurado -- as well aspreviously unpublished letters written by Burroughsfrom Mexico.

Reviewed by Mary Ann Cooper


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Loyola Marymount University, Los Angeles, CaliforniaTenure-Line Assistant Professor in Relational /

Organizational Communication

The Department of Communication Studies at LMU in Los Angeles seeks applicants for atenure-track, Assistant Professor position in the areas of Interpersonal, Intercultural and/orOrganizational Communication Studies, beginning fall 2015. The Communication StudiesDepartment is one of the largest undergraduate programs at LMU, with approximately 500majors. In keeping with LMUs Mission, our department emphasizes the ethical and effectivedeployment of communication in pursuit of a more just and humane world. We also striveto help students foster the knowledge and skills necessary to develop more satisfying personaland professional relationships. Our faculty is committed to scholarship and service projectsthat support our Mission and reflect a critical orientation toward the discipline. We arecommitted to developing a culturally diverse environment for our faculty and students.

This position requires a critical/cultural orientation to the field of communication and a globalperspective on the issues of marginalized communities, participatory culture and social justice.We are particularly interested in candidates whose areas of expertise include, but are notlimited to, one of the following areas of study: global communication, non-profit culture,environmental justice, eco-tourism, alternative organizing, social entrepreneurship, and digitalsocial innovation. Candidates must be able to teach classes in Interpersonal Communication,in addition to classes in one or both areas of Intercultural and Organizational Communication.

Applicants must have a doctorate in Communication Studies, Interpersonal Communication,Organizational Communication and/or Intercultural Communication, in hand at the time acontract is offered. Final appointment is dependent on a confirmed terminal degree status.Applicants who have not yet completed their doctorate must demonstrate progress verifiableby evidence and substantive enough to ensure completion of their degree at the time ofappointment.

In addition to teaching required courses in Interpersonal Communication and one or bothof Intercultural and Organizational Communication, this position also involves teaching anddeveloping required and elective courses related to the Departments curricular clusters ofOrganizing and Relating, and Advocacy, Public Relations and Non-Profit Culture.Application materials should clearly demonstrate the ability to teach the anticipated courses.The successful candidate will be expected to adopt a teacher-scholar model of professionalengagement with a commitment to service and an established, or promise of a, productiveresearch agenda. We value relevant professional, practical, and international experience inaddition to the required academic qualifications. Proficiency in more than one languagealso is valued.

Completed applications will be reviewed beginning on December 1, 2014 and will continueuntil the position is filled. A complete application portfolio requires: 1) a letter of application;2) a current curriculum vitae; 3) official transcripts; 4) representative scholarship (suchas published article/s, key dissertation chapters, competitively selected conference papers,manuscript submissions); 5) complete copies of original teaching evaluations (includingqualitative comments) reflecting at least two of her/his most recent years of university levelteaching [note: summaries of course evaluations are not acceptable]; 6) a statement ofteaching philosophy; 7) sample syllabi related to this position; 8) at least three letters ofreference; and 9) if the candidate does not have a doctorate, evidence of timeline andanticipated completion.

Application materials should be sent to: Dr. Nina M. Reich, Search Committee Chair,Department of Communication Studies/Foley Building, 1 LMU Drive MS 8231, Los Angeles,CA 90045. Materials must be received by December 1, 2014 to ensure full consideration.All materials must be submitted in hard copy format; electronic delivery of materials willnot be accepted. Inquiries or comments (including those regarding required materials)should be directed to Dr. Nina M. Reich by e-mail at: [email protected].

LMU places value on those who can share and teach differing points of view. Strongcandidates will be committed to and effective in supporting and enhancing a culturally richand diverse learning environment. We also value those who will bring sensitivity to theindependent cultural role of religions.

LMU, a comprehensive university in the mainstream of American Catholic higher education,seeks professionally outstanding applicants who value its mission and share its commitmentto academic excellence, the education of the whole person, and the building of a just society.LMU is an equal opportunity institution actively working to promote an intercultural learningcommunity. Women and minorities are encouraged to apply (visit www.lmu.edu for moreinformation).

HUNTER COLLEGESCHOOL OF EDUCATION

OLSHAN PROFESSOR (Full Professor)The Olshan Professor will be a senior academic leader at the School of Education, this includesteaching, service and research responsibilities in line with CUNY Faculty policies. The OlshanProfessor will have specific responsibilities to:1. Direct the Office of Clinical Experience, with a focus on strengthening and prioritizing school

partnerships in order to build a more sophisticated support system for enhancing student-teachers clinical experience and mentoring by cooperating teachers.

2. Work with faculty to review and enhance the effectiveness of clinical placements across theSchools programs, ensuring best practices that connect field experiences, student teaching,and practicum with the students, curriculum, mentors, and academic advising.

3. Oversee the Schools cutting-edge Frankfort Digital Video Project to ensure its activities andresources more deeply integrate the Video Analysis of Teaching into teacher candidatesacademic development.

The Professorship is at the rank of Full Professor, and we invite scholar-practitioners who havedemonstrated a strong commitment to understanding the value of the clinical experience andin putting that knowledge towards the formation of new teachers. Applicants should have anearned doctorate in education or a related field, extensive experience in clinically rich teachertraining, and a strong scholarly record in the field of education. We are especially interestedin applicants with demonstrated success in curriculum development that connects the teachercandidates fieldwork to classwork, who have experience developing effective mentors to supportour students development as teachers, and who have spent significant time strengtheningpartnerships with primary and secondary schools to deepen the value of teacher candidatesclinical experience.Salary will be commensurate with experience. Applications must be submitted on-line byaccessing the CUNY Portal on City University of New York job website (http://www.cuny.edu/employment.html) and following the CUNYfirst Job System Instructions. Current users of thesite should access their established accounts; new users should follow the instructions to setup an account. To search for this vacancy, click on Search Job Listings, select More OptionsTo Search For CUNY Jobs and enter the Job Opening ID number, 11453.The required material, as stated on the CUNYfirst vacancy notice, for the application packagemust be uploaded as ONE file in .doc, .docx, .pdf, .rtf, or text format. Incomplete applicationswill not be considered.The search will remain open until the position is filled.CUNY is an AA/EO/IRCA/ADA Employer

5


California State University, Long Beach (CSULB) is one of the largest and most comprehensive public universities in the nation, enrolling approximately 35,000 students. CSULB is located in Long Beach, the seventh largest city in California, on a beautifully landscaped 320-acre campus near the ocean and in close proximity to the thriving downtown Long Beach area. CSULB is a diverse and ambitious institution that is proud to be among the nations premier comprehensive universities. The faculty and staff of CSULB are engaged in a broad array of high-quality undergraduate and graduate programs, significant research and creative activities, and a wide range of community and professional service activities. CSULB seeks outstanding, publicly engaged leaders to join a dedicated leadership team that is committed to advancing the University's broad and forward-seeking mission. Read more at www.csulb.edu.

College of the Arts x Art (Fiber Arts) x Art (History/Renaissance) x Art (Sculpture New Genres) x Design (Design History & Theory) x Film & Electronic Arts x Music (Music Education: Choral/Vocal) x Theatre Arts (Theatre Management)

College of Engineering x Chemical Engineering/Mechanical and Aerospace Engineering

(Advanced Intelligent Materials) x Mechanical & Aerospace Engineering (Dynamics, Controls,

Robotics, and Automation) x Mechanical & Aerospace Engineering (Mechanical and Aerospace

Engineering Design and Optimization) x Mechanical & Aerospace Engineering (Solid Mechanics and

Materials) College of Health and Human Services x Health Care Administration (Finance) x Health Care Administration (Management) x Recreation & Leisure Studies (Tourism/Special Event Management) x Speech-Language Pathology (Speech and Hearing Sciences) x Speech-Language Pathology (Child Language and Autism)

College of Liberal Arts x Anthropology(Physical Anthropology) x Communication Studies x Human Development x International Studies Program x Journalism & Mass Communication (Public Relations) x Linguistics (Syntax)

University Library x Senior Assistant Librarian (Psychology & Social Work)

CSULB is committed to creating a community in which a diverse population can learn, live, and work in an atmosphere of tolerance, civility and respect for the rights and sensibilities of each individual, without regard to race, color, national origin, ancestry, religious creed, sex, gender identification, sexual orientation, marital status, disability, medical condition, age, political affiliation, Vietnam era veteran status, or any other veteran's status. CSULB is an Equal Opportunity Employer.

2014-15 Tenure-Track Search www.csulb.edu/aa/personnel/jobs

(

Date: _____________

AMERICAN UNIVERSITYTENURE-TRACK/TENURED POSITION ANNOUNCEMENTS

http://american.edu/hr/Ft-Faculty.cfm

American University is an independent, coeducational university with more than11,000 students enrolled in undergraduate, masters, and doctoral andprofessional degree programs. The university attracts students from manydifferent backgrounds, from all 50 states, the District of Columbia, Puerto Ricoand the territories, and nearly 150 foreign countries. Located in the nationscapital, the campus is in a beautiful residential neighborhood, a short distancefrom the citys centers of government, business, research, commerce, and thearts.

Please refer to the Human Resources website listed above for more informationabout each position. Inquiries may also be directed to the appropriate academicunit. All applicants must possess the appropriate terminal degree, the ability tobalance teaching and scholarship, prepare students to live and work in a diverseworld, utilize information technology in the classroom, and promoteinterdisciplinary inquiry and experiential learning.

Applications are invited for tenure-track and tenured faculty positions beginningAY 2015-16. All positions are at the assistant professor level unless indicatedotherwise.

COLLEGE OF ARTS AND SCIENCES Chemistry: Department Chair (Full)Computer Science: (Up to 3 positions): Core Computer Science Fields (Assistant, Associate, Full)Economics: Environmental economics (Assistant, Associate, or Full)Economics: Macroeconomics (Assistant)Environmental Science: (Up to 3 positions): (Assistant, Associate, Full)Performing Arts: Ethnomusicology (Assistant)Performing Arts: Theatre/Musical Theatre (Assistant)Sociology: Multiple Fields/Theory (Assistant)World Languages and Cultures:Spanish and Latin American Studies: Assistant) World Languages and Cultures: TESOL (Assistant or Associate)

KOGOD SCHOOL OF BUSINESSManagement: Organizational Behavior/Human Resource Management: (Assistant)

SCHOOL OF INTERNATIONAL SERVICEEconomics (Assistant)Emerging Powers (Assistant)Global Health (Assistant)Global Urban Studies (Assistant)Transnational/International Security (Assistant)Transnational/International Security (Associate or Full)

SCHOOL OF COMMUNICATIONAdvanced Communication Research Methods (Assistant)Applied Communication Research : (Assistant)Emerging Media Strategic Communication (Assistant or Associate)Journalism (Assistant or Associate)

SCHOOL OF PUBLIC AFFAIRSJustice, Law, and Criminology: Department Chair (Full)Justice, Law, and Criminology:Terrorism and Homeland Security Policy (Assistant)Public Administration and Policy: Nonprofit Management (Assistant)Public Administration and Policy: Organizational Behavior, Development, or Theory (Assistant)

American University is an Affirmative Action employer. All qualified applicantswill receive consideration for employment without regard to race, color, religion,sex, national origin, disability, or protected Veteran status. American Universityis a tobacco and smoke free campus.

AMERICAN UNIVERSITY4400 Massachusetts Avenue NWWASHINGTON, DC 20016

The private university with a public responsibility


DIRECTOR, INSTITUTE FOR SOCIAL RESEARCHANN ARBOR, MI

The University of Michigan invites nominations and applications for the position of Directorof the Institute for Social Research (ISR). Founded in 1949, ISR is among the worlds largestand oldest academic social science research organizations and a distinguished leader in socialscience research, education, data collection, and archiving. Its programs are organized withinand across five constituent units Center for Political Studies, Inter-university Consortiumfor Political and Social Research, Population Studies Center, Research Center for GroupDyn

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