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Andrew Hibel, HigherEdJobs: The Hispanic Association of Colleges and Universities (HACU) does a lot of work advocating for increased Hispanic access to higher education and for improving the quality and relevancy of their higher education experience. Tell us a bit about some of your current initiatives and other work in this area.
Antonio R. Flores, HACU: A major advocacy thrust is for increased federal funding for Hispanic-Serving Institutions (HSIs). This set of some 270 colleges and universities enroll more than half the Hispanics in higher education today, but receive only a little over half the federal funding per student as all of higher education. In addition, we are urging passage this year of the DREAM Act, which would allow states to offer in-state tuition to certain undocumented residents and open the way to citizenship.
We have also instituted a Hispanic-Serving School Districts initiative intended to promote collaboration between K-12 and higher ed, especially HSIs, to address pipeline issues.
Annual conferences provide networking opportunities and a chance to learn about promising practices. In addition, we do a number of student, faculty, and staff programs aimed at building institutional capacity and preparing students for college and careers.
Hibel: Hispanics represent the largest and fastest growing minority population in the United States. Likewise, within higher education, Hispanic enrollment is up 15 percent1 in U.S. colleges and universities. Do you think that a similar increase in Hispanic faculty, staff, and administrators in colleges and universities is an important goal, and why?
Flores: Absolutely. Students need to see faculty and administrators that look like them; they need to see real-life examples of Latinos in higher education to recognize the full range of their academic and career possibilities. In addition, institutions need to have the experience of Hispanic educators who understand the culture and background of the students, and who can help the institution broaden its own understanding of its mission and methods.
Hibel: In the article, “Hispanic Leadership in American Higher Education,”2 Ruben Martinez, Ph.D., discusses the important role Hispanics are serving as leaders in higher education. How have you seen the role of Hispanics working in leadership positions in higher education change during your career?
Flores: The numbers of Hispanics in senior leadership positions have increased only slightly, but we are seeing a dramatic increase in the number of students fueled by the demographic growth. As the nation becomes more conscious of the Hispanic demographic, more Latinos working in higher education are being asked to (and volunteering to) help institutions learn how to better serve new populations.
Hibel: How is the ratio of Hispanics in upper leadership positions, such as college presidents, versus mid- and lower-level leadership positions compared to other diverse populations?
Flores: All populations have seen some percentage growth over the last 10-20 years, but all still lag behind their proportions of the general population. Hispanics generally lag a little more than African Americans. Hispanic presidents are also more likely to be at community colleges than four-year, especially doctoral-granting institutions.
Hibel: What are some of the unique challenges Hispanic professionals in higher education face?
Flores: In addition to the general challenges that any minority experiences in a dominant majority culture, there is the extra burden of being the “go-to” person for questions about Hispanic students, recruitment, retention, graduation, etc. Obviously, some individuals welcome this role; others may find it an “extra” on top of their regular duties. Similarly, some may look for specific “diversity” functions and others may not.
Hibel: I was reading about HACU’s upcoming 9th Annual Latino Higher Education Leadership Institute3 and like the topics and overarching theme, “Remembering Where We Came From — Knowing Where We Are Going.” What are some of the unique perspectives that Hispanic leaders in higher education bring to their college or university?
Flores: First of all, there is the uniqueness of their own Hispanic culture, in whatever specific form that takes. There is the perspective of the “other,” someone who has learned to negotiate the majority world without wholly being a part of it. In many cases, there is the experience of their own having been first-generation college graduates; in some cases, there is an international background in education or business. In many, a passion for social justice beyond what is commonplace in the academy. Ultimately, emerging Hispanic leaders in all fields, particularly in higher education, need to be effective universal leaders in our diverse society without suppressing their Latino upbringing. Obviously, each individual is unique and brings his or her unique experiences and perspectives to higher education.
Hibel: How should a candidate for a position highlight some of those advantages when seeking a leadership position?
Flores: The most important thing is to present them as clear advantages, as bringing value to the institution. The more specific one can be in showing how they prepare one for the position, the better.
Hibel: Moving on to discuss issues facing faculty members, Martinez, in the article “Hispanic Leadership in American Higher Education,” mentions the “barrioization” of Chicano faculty members.4 Can you explain what that entails, and have career conditions improved for Hispanic faculty?
Flores: At the current stage of American history, at least, there is sometimes a tendency on one side or the other to see minority faculty as minority first, and then as faculty, that is as representatives of their race or ethnicity. So Hispanics can be expected to be Spanish-speaking and well-versed in Hispanic culture (as if that were univocal) and literature. Sometimes, Latino faculty members choose to specialize in Latino areas and there’s nothing wrong with that, any more than if they choose another area of specialization. The problem arises if there are unfounded assumptions that because someone is Hispanic, he or she will be the Hispanic expert, but that is not the role the person chooses.
Hibel: When looking at the numbers of Hispanics who work as faculty members, how does the ratio of adjunct to full professors compare to their counterparts of different ethnic backgrounds?
Flores: I haven’t seen numbers on adjuncts that address this directly, but given the increasing scarcity of Hispanics as you go up the academic ranks, it’s reasonable to assume that Hispanics will be more strongly represented in adjunct positions, certainly, than full professors. It’s also reasonable to assume the same overall pattern for other minorities, although African Americans are faring a little better than Hispanics.
Hibel: What are some career tips or advice you would give a person preparing to start their faculty job search?
Flores: Think about the kind of institution you want to work in, the kind of student, the mix of teaching, research and service you want, the longer-term career aspirations you have, and shape your search accordingly. Especially in today’s job market, be prepared to take something less than your ideal. Make sure that your resume and background fit the needs of the positions for which you apply. Highlight what you bring to the institution.
Hibel: Looking at a recent article in Diverse Issues in Higher Education,5 I read that HACU lead a group of 25 national higher education organizations in an effort to urge Congress to bring the DREAM Act (Development, Relief and Education for Alien Minors Act) to a vote before the August break next month. What are some of the implications for colleges and universities if/when DREAM passes Congress?
Flores: The DREAM Act would be a good first step in regularizing the situation of the estimated 65,000 undocumented students who graduate from U.S. high schools each year, and allow states to offer in-state tuition to undocumented residents. HSIs would be obvious institutions of choice for many of the college-bound DREAMers. Like many immigrants, these students tend to be highly motivated, academically successful, and great additions to any campus.
Hibel: How would DREAM’s passage impact the careers of Hispanics in higher education?
Flores: I wouldn’t see an immediate direct impact, but by opening opportunities for citizenship and higher education to these talented young people, we’re broadening the pool for the next generation of Latino faculty and administrators. Furthermore, in states with existing DREAM Act-like legislation, such as Texas and California, a significant pool of undocumented college graduates could be tapped for careers in higher education.
Hibel: As you see it today, what are the prospects of DREAM coming up for a vote before the August break?
Flores: August may be a little aggressive with the current slate of business before the Senate especially, but we are hopeful that the attention the immigration issue is receiving lately, the importance of this issue for many Hispanic voters, and the recent poll that shows widespread support for the DREAM Act among voters (including Republican voters) will persuade Congress to move on it expeditiously, hopefully before its August recess or before the November elections.
Hibel: How do you see the role of HACU changing over the next few years? What is your vision for the future of higher education?
Flores: Our core mission of advocacy for and service to Hispanic-Serving Institutions and Hispanic higher education will remain unchanged, and the continuing growth in numbers of Hispanics will mean this core mission will continue to address an important national need for the foreseeable future. But new initiatives, like the Hispanic-Serving School District affiliation, will allow us to more directly address the pipeline issues like drop-outs, high school completion, college matriculation, and college readiness issues more directly. We also anticipate more partnerships with corporations, federal and state agencies, and other non-profits as they try to reach out to Hispanic markets, diversify their workforce and meet emerging social needs. HACU’s membership base will be critical to these efforts.