30392 - Final Issue May 1 44 newsletter:Issue 44
Transcripción
30392 - Final Issue May 1 44 newsletter:Issue 44
University of California Institute for Mexico and the United States Berkeley • Davis • Irvine • Los Angeles • Merced • Riverside • Santa Barbara • Santa Cruz • San Diego • San Francisco UC MEXUS NEWS NUMBER 44 lSPRING 2008 © Copyright Paul Botello Photo courtesy of the UCLA Institute for Democracy, Education and Access & UC All Campus Consortium on Research for Diversity California and Mexico face different challenges in their education systems. In this issue of the UC MEXUS News, higher education experts working in California and Mexico address the issues facing students and educators in the 21st century. In addition, recipients of UC MEXUS funding talk about their work as it relates to education. Contents Higher education faces new challenges in 21st century DIRECTOR’S INTRODUCTION ...........2 HIGHER EDUCATION IN MEXICO . . . . . . . . . . . . . . . . . . . 4 HIGHER EDUCATION IN THE U.S. . . . . . . . . . . . . . . . . . . 11 he beginning of the 21st century has marked a renewed search for educaROBERTO tional models that improve students’ SÁNCHEZacademic skills so that they can meet the RODRÍGUEZ demands of a rapidly changing society in DIRECTOR an era of globalization. This situation is UC MEXUS especially important in higher education, which can play a major role in defining better strategies for economic growth and social wellbeing. Indeed, international consensus increasingly underscores the need to rethink higher education in light of the dramatic economic, social, political, cultural and environmental changes society has experienced in recent decades. PHOTO BY ANDREA KAUS BY EDUCATION INITIATIVES AT UC . . . . . . . . . . . . . . . . . . . . 12 DE LA CRUZ FINDS NEW SUCCESSES . . . . . . . . . . . . 14 ACADEMIC WRITING & ESL . . . . . . . . . . . . . . . . . . . 15 UC MEXUS-CONACYT COLLABORATIONS: - COLE & MIJANGOS . . . . . 17 - ALONSO & ZENTELLA . . . 19 UNDOCUMENTED STUDENTS & HIGHER EDUCATION . . . . . . 21 FRONT COVER: The front cover illustration, from the 1995 mural Shared Hope in the Esperanza Elementary School playground in Los Angeles, is reproduced by permission of the artist Paul Botello. His work can be seen at: www.lamurals.org/ MuralistPages/BotelloP.html The original photograph appeared in the California Educational Opportunity Report 2006: Roadblocks to College, published by the UCLA Institute for Democracy, Education and Access (UCLA /IDEA) & UC All Campus Consortium on Research for Diversity (UC/ACCORD). 2 T New approaches in the higher educational systems of Mexico and the United States have often focused on their economic contributions to society by emphasizing the creation of a workforce that can respond more effectively to labor market changes created by the dynamics in the domestic and global economies. Higher education’s contribution to economic growth is one of its critical functions, but it would be remiss to neglect the social dimension of education, and its role in fostering social cohesion. Thus, future students will become not only agents of economic growth but also members of extended social networks defining future societal development. The University of California has been exploring these new approaches to education. A recent report by the University of California Commission on General Education in the 21st Century emphasizes the need to rethink the way we prepare our students for their role in society. The report highlights the contributions of general education to disciplinary education through the appreciation of social responsibility and civic engagement, whether local or global. It also stresses the importance of four areas in contemporary civic education that prepare students to respond better to increasingly diverse and changing domestic and international societies: access to information about civic society, UC MEXUS NEWS l Spring 2008 sorting and evaluating that information, appreciation of democratic values, and civic experience.1 UC MEXUS supports innovative research and binational collaborations that contribute to these areas. This issue of our newsletter presents Mexican and UC perspectives on higher education in the 21st century and includes results from some of the education projects that our programs have supported. Two invited contributions by Manuel Gil Antón from Universidad Autónoma Metropolitana and John Aubrey Douglass from UC Berkeley highlight the challenges higher education systems face in Mexico and the United States. Both pieces stress the importance of higher education for society and the challenges to improve access to higher education in the two countries. In particular, Antón emphasizes the importance of seeking out new approaches to education that focus on students’ lifelong learning. Charles Bazerman, from UC Santa Barbara, provides an insightful perspective with respect to language support for academic writing and publication. His academic activities and research are designed to support Mexican students and scholars for whom English is a second language so that they can learn to write, argue and reason in a different academic culture. The binational collaboration between Michael Cole from UC San Diego and Juan Carlos Mijangos Noh from the Escuela Normal Rodolfo Menéndez de la Peña in Yucatán was initially designed to examine primary education among Mayan-speaking children. The research had an unexpected development as the project activities created an extended network of researchers and students with dynamic communication through video-conferences. This network, in turn, generated new projects involving researchers from other universities in Mexico and the United States. 1 General Education in the 21st Century: A Report of the University of Guillermo Alonso Meneses from El Colegio de la Frontera Norte and Ana Celia Zentella from UC San Diego focused their binational project on language identity and ideology among Tijuana students going to school in San Diego. The project stressed the importance of identifying linguistic anomalies common to many Spanish language bilinguals that are subsequently misinterpreted as grammatical errors by English-as-asecond-language teachers. The project will expand into a study of a sociolinguistic ethnography in San Diego high schools. Hinda Seif is a former UC MEXUS dissertation grant recipient from UC Davis who examined the struggle for California’s in-state tuition law Assembly Bill 540 during her doctoral studies. Her dissertation fieldwork explored the ways that California legislators, educators and communities asserted the state membership of their immigrant high school students after the passage of Proposition 187. In this piece, she looks at the advances of undocumented immigrant high school students nationwide in gaining access to higher education. Her research and subsequent investigation provides a better understanding of the barriers undocumented students still face in fulfilling their educational potential in California and throughout the United States. Her article also examines advances in legislation to support undocumented students and afford them access to higher education as residents rather than as foreign nationals. Seif now is an assistant professor of anthropology, and women/gender studies at the University of Illinois at Springfield. The University of California targets education as a priority mission. UC MEXUS intends to assist the University in achieving the goals of this mission by fostering and expanding collaboration among UC faculty and Mexican researchers in the area of education, research and study. These collaborations are an ideal venue by which to explore new ways of generating scientific knowledge and innovative educational approaches that will prepare students better for the challenges of the 21st century. California Commission on General Education, April 2007. http://cshe.berkeley.edu/publications/publications.php?id=254 (accessed May 4, 2008) UC MEXUS NEWS l Spring 2008 3 Educación superior en México en el siglo XXI Los desafíos del futuro ya presente BY MANUEL GIL ANTÓN Introducción Higher education in 21st century Mexico PHOTO BY ANDREA KAUS BY MANUEL GIL ANTÓN BY MANUEL GIL ANTÓN UNIVERSIDAD éxico sería imposible de entender AUTÓNOMA en nuestros días sin el enorme METROPOLITANA UNIDAD esfuerzo educativo, sobre todo A ZCAPOTZALCO público, que a lo largo de las décadas pasadas fue llevado a cabo. Basta, quizá, un dato para comprender su importancia: en 1960, lejano desde la perspectiva de nuestra existencia individual, pero “cercano" en la transformación de las sociedades desde la larga duración, asistían a una escuela de educación superior el 3% de los jóvenes en edad de estudiar en ese nivel. Hoy, la proporción ha crecido a cerca del 27% lo cual implica una multiplicación por nueve, mucho mayor al crecimiento poblacional en el periodo. Como es lógico, este crecimiento notable (aunque menor en una perspectiva comparada con otras naciones), ha implicado una cobertura universal en el primer tramo de la educación básica (seis años) el incremento de los muchachos que ingresan a su segundo nivel, de tres años, y a la educación posbásica. Problemas de abandono de los estudios ocurren en los dos siguientes periodos a la educación elemental, lo cual es un grave problema sin duda, pero la demanda por estudios superiores ha crecido de manera notable, de tal manera que si se hace un esfuerzo a fondo en los niveles previos, en algunos años el país podría arribar a cotas cercanas al 30% en educación superior que los expertos ya califican como cobertura amplia (universal), más allá de la primera ola de masificación experimentada sobre todo a partir de los años setenta. El proceso educativo aún con fallas en sus resultados cognitivos, como muestran los estudios nacionales y los internacionales en que México participa, no se agota en la medición de aprendizajes, sino que lleva consigo, también M 4 UC MEXUS NEWS lSpring 2008 aspectos de modernización en las relaciones sociales. A mi juicio, los avances democráticos de los últimos años, derivados de la construcción de una ciudadanía mejor formada, tienen una relación importante con el avance en la educación en todos los niveles. ¿Diversificación o segmentación? Si centramos la mirada en la educación superior, además de su crecimiento en cobertura, durante los últimos decenios hemos sido testigos de un proceso de diversificación institucional: no existen hoy sólo más espacios, sino diferentes tipos de instituciones públicas (Universidades e Instituciones Federales, Estatales, Institutos Tecnológicos, Universidades Tecnológicas, Politécnicas e Interculturales). La participación del sector privado se ha tornado muy relevante: si en 1990 este conjunto de instituciones cubría alrededor del 15% de la matrícula nacional, ahora atiende a uno de cada tres estudiantes. A su vez, el conjunto de instituciones privadas está integrado por establecimientos de larga data, con calidad reconocida y dirigidos a las elites económicas y sociales; otros de calidad intermedia y, desde la última década del siglo XX, un creciente conjunto de instituciones particulares de "absorción de demanda." Pues el sector público ha detenido su crecimiento en las instituciones más consolidadas, de tal manera que miles de estudiantes que no encuentran espacio en ellas, y no tienen recursos para pagar las altísimas cuotas de las universidades privadas de elite, han encontrado en pequeños establecimientos de educación superior privados un nicho donde poder continuar sus estudios. Se afirma, con razón, que muchos de ellos no tienen calidad suficiente, pero su existencia numerosa contribuye a la cobertura conseguida. La pregunta central ante esta multiplicación de opciones es si estamos frente a un adecuado y necesario proceso de diversificación institucional, o bien ante el establecimiento de un sistema de educación superior segmentado. Esto es, con circuitos de primera clase en términos de calidad educativa y de las relaciones sociales que se establecen en sus aulas–que sería el caso de las instituciones públicas y privadas consolidadas: por ejemplo la Universidad Nacional Autónoma de México (UNAM) en un caso, y el Instituto Tecnológico de Estudios Superiores de Monterrey (ITESM) en el otro–y espacios formativos UC MEXUS NEWS lSpring 2008 5 de calidad menor. No es lo mismo diversificar opciones de estudio con misiones y destinos futuros variables (que en principio sería pertinente) que construir una especie de sistema de "castas educativas," sin posibilidad de tránsito entre ellas y que conducen a destinos laborales, y de calidad de vida, incomparables. Creo que esto último es lo que ha predominado. La relación entre la educación superior y el desarrollo económico Hace ya muchos años, el sociólogo francés J.C. Passeron expresó de una manera muy clara la relación entre la escuela superior y la esfera económica: "La universidad, si trabaja bien y cuenta con calidad, puede hacer que el hijo de un obrero o campesino tenga la capacidad de ser gerente de una empresa, o un destacado ingeniero; lo que no puede hacer la escuela es el espacio laboral para que este estudiante se desarrolle: eso es cuestión de la economía." Y tiene razón. Consideremos algunos datos de la realidad económica actual en México: desde hace al menos veinte años, México sufre las consecuencias de una crisis estructural, debido, entre otras cosas, al predominio de reformas neo liberales que, apostando a la reducción de las responsabilidades estatales a favor del mercado, han producido, de manera aguda, dos fenómenos: el crecimiento del sector informal (entre 2000 y 2004, 1.3 millones de personas se han incorporado a este medio de subsistencia, precario, que ya suma, según cifras oficiales, 11.2 millones como parte de la población económicamente activa) y, por otro lado la migración: mientras en 1980 cerca de 40 mil mexicanos cruzaban la frontera con Estados Unidos cada año para buscar mejores condiciones de vida, en 2005 esta cifra ha crecido a cerca de medio millón de conciudadanos anualmente: esto significa que en los últimos seis años, dos millones de personas han emigrado, y dentro de este enorme grupo, es creciente la población que se desplaza con credenciales educativas más altas que antes. En los últimos seis años, para dar cuenta de las cifras más recientes, nuestro país requirió de la producción de al menos cuatro millones de empleos o espacios en la participación económica con el fin de dar cabida a los jóvenes que iniciarían su vida laboral. ¿Qué ha ocurrido en realidad? Que la producción de empleos en ese periodo fue de tan sólo 475 mil, es decir, el 12 por ciento de lo necesario. 6 UC MEXUS NEWS l Spring 2008 Si a esto añadimos que 40 millones de mexicanos viven en condiciones de pobreza, y de ellos la mitad en pobreza extrema, podemos concluir que por más que las instituciones educativas se esfuercen por mejorar su calidad, el destino laboral y de calidad de vida de sus egresaros no depende, de manera central, de la eficacia en el aprendizaje, sino de un proceso distinto para los "incluidos" en el México moderno, minoritario, en alto contraste con los "excluidos" por sus condiciones de origen social. No es exagerado afirmar que, de continuar la situación de crisis en el empleo, y debido a la ausencia de una política de desarrollo económico inclusivo, que rebase la perspectiva de un país maquilador con base en los bajos salarios, el "éxito" posterior a los estudios depende más del estrato social de procedencia que de la experiencia educativa. ¿Sociedad del conocimiento? ¿Aprender a aprender durante toda la vida? Se afirma, con buenos argumentos generales, que el proceso de globalización implica una fuerte dosis de conocimiento avanzado aplicado al desarrollo económico. Para ello, el papel de la educación terciaria es fundamental. Aunque he tratado de mostrar las limitaciones estructurales que enfrenta el país, es también necesario aceptar que en una buena parte de las instituciones–¿la mayoría?–los procesos educativos descansan en formas de enseñanza y aprendizaje obsoletas, propias, sin exagerar, de inicios del siglo XX. Se sigue, en términos mayoritarios, poniendo el centro de atención en los enseñantes, y no en los aprendices. En otras palabras, se ha apostado a la mejoría de las credenciales de los académicos–doctorados al vapor, indicadores simples que "pretenden" similitud con las instituciones de fama internacional–sin que esto tenga, necesariamente, relación con la capacidad de los maestros para generar espacios de aprendizaje adecuados a los estudiantes. Me temo que en lugar de un movimiento fuerte hacia la sociedad del conocimiento, la nación tiende al desconocimiento de la relevancia del cambio de enfoque educativo que orienta sus actividades al aprendizaje continuo de sus alumnos. El discurso de las autoridades es uno aprender a aprender pero la práctica no muestra resultados claros al respecto. Predominan en las aulas las estrategias de "dictado" de contenidos, conferencias del profesor, exámenes que evalúan la retención de lo dicho en clase, sin entender que UC MEXUS NEWS l Spring 2008 7 ahora atendemos, por un lado, a generaciones que inauguran su condición de universitarios con precarias condiciones de capital cultural en la familia, y por el otro, a un conjunto de jóvenes que, en su vida diaria, están más en contacto con sistemas audiovisuales e interactivos que con los viejos modelos memorísticos. A pesar de las restricciones del modelo de desarrollo ya indicadas, las escuelas superiores han de mejorar sustancialmente sus estrategias de aprendizaje. Algo se ha avanzado, hay que ser justos, pero el cambio de fondo aún espera a ser generalizado. La segmentación en los circuitos educativos en cuanto a su calidad y modernización no aseguran, desde luego, que todos los estudiantes estén preparados para enfrentar los retos que se presentan en el mundo laboral, y vital, del cambio de época que vive el mundo y del cual no está aislado México. La reforma de fondo en la educación superior mexicana está pendiente, debido, quizá, en buena medida a una apuesta por el cambio de indicadores formales, en lugar de concentrarse en el análisis y cambio paulatino, pero urgente, de las prácticas educativas. A pesar de ello, los más de dos millones que actualmente estudian en la educación superior, cuentan con condiciones, variables es cierto, pero reales, de adaptarse a las nuevas circunstancias. Por cuestiones demográficas que han llevado al país a que el grupo de edad que más crecerá en los próximos años sea el correspondiente a los que deberían tener acceso a la educación media (posterior a la básica obligatoria por mandato constitucional) y a la superior, más de 10 millones de jóvenes están excluidos de esta oportunidad. Si con estudios avanzados la situación no es halagüeña, sin ellos la exclusión en los códigos de la modernidad es casi segura. La desigualdad social, añadida a la desigualdad educativa se convierten en un problema sistémico para el país. Es un problema ético, no cabe la menor duda, pero también práctico: el futuro de la nación no puede ser comparable al de otras sociedades, como Corea o Irlanda, sin un plan de desarrollo económico que requiera, como el agua en el desierto, la contribución de conocimiento avanzado. Hoy es mucho más fácil obtener un empleo como abogado–profesión altamente demandada y con signos de saturación en el mercado–que como doctor en física o en biología molecular. 8 UC MEXUS NEWS l Spring 2008 No son pocos los estudiantes mexicanos que cursan estudios de posgrado en el extranjero que, ante la falta de oportunidades en el mercado académico nacional–saturado por ausencia de planes de retiro digno o carencia de nuevos puestos–y la ausencia de posibilidades de aplicación de su saber en la industria, deciden quedarse fuera del país. ¿Fuga de cerebros? Creo que algo peor: desperdicio de talento que con alto costo inició su desarrollo en nuestras fronteras, pero no encuentra en ellas un destino productivo al culminar sus fases formativas al más alto nivel, ya sea dentro del país o fuera de él. Algunos retos para el porvenir Sin pretender ser exhaustivo, anotaré ciertos retos que me parecen cruciales para mejorar la educación superior y su relación con la esfera económica: Urge contar con un modelo de desarrollo que incluya una política industrial impulsada por el Estado, pues por la pura "mano invisible" del mercado la inercia al bajo componente de conocimiento avanzado persistirá. Mejorar sustancialmente la calidad de los ciclos educativos previos, en conjunción con políticas inteligentes para reducir la enorme y vergonzosa desigualdad social que los condiciona de manera aguda. A través de procesos muy serios de acreditación, impulsados por las autoridades, pero llevados a cabo por instancias independientes con fuerte participación social, conducir al cierre de las brechas en la actual segmentación de circuitos educativos. Formar a los nuevos profesores bajo el paradigma de la centralidad del aprendizaje continuo de los estudiantes, más allá del simple y formal proceso actual de acumulación de doctores que han de "publicar o perecer" para obtener ingresos adicionales. Si la docencia sigue siendo una actividad menor, sin importancia frente a la investigación (de dudosa calidad en muchos casos) no se generarán las condiciones para la renovación de una planta académica consciente de la nueva época educativa, y que tendrá en sus manos la formación de las nuevas generaciones de profesionales modernos, científicos y humanistas conscientes de su tiempo y circunstancia. Premiar y apoyar, de manera decidida, la innovación en la formación de los estudiantes, abiertos a los avances en el mundo pero sin la simple imitación de sus aspectos superficiales. UC MEXUS NEWS l Spring 2008 9 Es urgente, entonces, el diseño de un proceso de reforma en el ámbito educativo superior. Si por ahora no encuentra eco en el programa de desarrollo del país, cuando éste exista, requerirá otro tipo de egresado: el que sepa ponderar y criticar el conocimiento adquirido, que sepa aprender a lo largo de su vida y contribuya, de manera decidida, a la consolidación de la democracia, el desarrollo ambiental sustentable y la lucha constante, por reducir, o eliminar, las condiciones de desigualdad social que afectan no sólo a la educación, sino a la salud y, para decirlo de manera sintética, a la calidad de vida de los mexicanos. No son ni pocos ni fáciles estos retos, sólo imprescindibles. Manuel Gil Antón Manuel Gil Antón has been a sociology professor at the Universidad Autónoma Metropolitana, Unidad Azcapotzalco, for more than 25 years. His area of specialization is the sociology of Mexican universities. He has been a member of the President’s Office Advisory Board for 15 years and presidential adviser on academia since 2001. A prolific author and renowned academic, he can be reached at [email protected]. SUBSCRIBE online: www.ucpress.edu/journals/msem SUBSCRIBE by mail: University of California Press Journals, 2000 Center St., Ste. 303, Berkeley, CA 94704-1223 Name________________________________ Institution ____________________________ Department ______________________________________ Current Address ____________________________ Mail Code ____________________________ City __________________________________ State ________________________________ “The major source for the literature on Zip or Postal Code__________________________ trends in Mexican scholarship.” Country______________________________ -- Roderic Ai Camp,Tulane University 10 UC MEXUS NEWS l Spring 2008 DECLINING NUMBERS OF STUDENTS GO UNNOTICEDEXICO U.S. higher education advantage erodes United States on both accounts. omething troubling happened on Here is a story that may place high on the list the way to the U.S. becoming of reasons for the rise and fall of postmodern the sole superpower in the postempires. On many fronts, the United States has Cold War era. While our military techmoved from the status of innovator and investor nology and the size of our economy to that of a complacent society in no mood to grew in their collective political influsolve deep problems. Higher education is one of ence on the larger world, a number of those fronts. Although its elite institutions still cracks appeared in the nation’s armor perform well, few people actually attend them. that today, and in the long-term, present UC BERKELEY PHOTONNMMMNNN real drags on the international competiBeing number one BY JOHN AUBREY tiveness of America’s economy. DOUGLASS How do economists and historians explain the America’s outstanding list of woes, long-term economic growth of nations and their S ENIOR R ESEARCH F ELLOW which includes a marked increase in the comparable competitive positions? A consensus UC BERKELEY CENTER divide between rich and poor, an oldhas emerged: one major factor is not just overall FOR STUDIES IN HIGHER school capitalistic and extremely expenrates of educational attainment, but the vibrancy EDUCATION sive health care system that is severely and maturity of their public and private higher hurting the nation’s economic competieducation institutions. tiveness (and, by the way, the health of its population), intranIn 1960, Oxford’s renowned sociologist A. H. Halsey sigent urban blight and crime, overcrowded prisons, and conwrote, “In the technological society, the system of higher fusion over the current or future role of immigration, have education no longer plays a passive role; it becomes a detereffectively buried signs of severe deterioration in the educaminant of economic development and hence stratification tional system. and other aspects of social structure.” At that time, it was Instead, attention is focused on pressing financial woes, including persistent federal budget deficits, a Social Security widely recognized that America had taken the lead among the world’s nations in creating mass higher education, and in Program in need of reform, a lopsided trade imbalance, and the consequences of a long period of too-easy credit that are making universities and colleges a necessary component for economic prosperity and social equality. The diversity of contributing to a downturn in the U.S. economy. There are institutional types (public and private, two- and four-year, strong indicators that the United States and states like vocational and liberal arts), their ubiquity, and their general California have already entered a recession. State governaffordability existed in no other part of the world. ments, the primary funding source for education in all its As a result, and in concert with societal norms that tendpublic forms, are bracing for large cuts in government services, making any effort to resolve large socioeconomic prob- ed to ignore class distinctions and reward those with strong work ethics, America gained the most productive labor force lems even more difficult in the near term. During this presidential election year, voters have zeroed and enjoyed an unparalleled level of socioeconomic mobiliin on these long- and short-term issues. But a major devel- ty among its population. Broad access, high levels of productivity, the ability of opment in a domestic area historically seen as a great students to bank credits and matriculate between institustrength is not on the radar in the United States, nor genertions, the diversity of institutional types, and the general ally understood by international competitors: the relative understanding of the social contract of universities (their decline in the number of students gaining access to higher greater purpose in society) are among the great strengths education and getting a degree. This relative decline takes of America’s pioneering higher education system. into account the fact that other economically developed nations have surpassed or are on a trajectory to surpass the S UC MEXUS NEWS l Spring 2008 11 Falling Provost targets education as UC research priority he rapid pace of change that has typified the dawn of the 21st century is forcing the University of California to take a hard look at its role as a key instrument of social change in the state, according to UC Provost and Executive Vice President Wyatt R. UCOP PHOTON Hume. As the need WYATT R. HUME to improve deterioUC PROVOST rating California & EXECUTIVE schools and the VICE PRESIDENT entire education system takes on greater urgency, the University of California is increasingly turning back to its original mission as a land-grant university–an institution that fosters research in areas of great need for the country and the state. Hume believes that the University has a strong obligation to help address the challenge of building strength in education at all levels for the sake of the state’s future. To that end, he is taking its land-grant mission as a blueprint for educating California youth with the skills necessary to succeed in the 21st century. Hume perceives an acute awareness of the urgency of addressing the needs of all of the people of California among schools of education systemwide. In order to support them in this endeavor, Hume appointed UC Davis Dean of the School of Education Harold Levine as associate vice provost to monitor educational research at UC and to help plan for the University’s future contributions. He expects Levine to act as an overseer helping the provost to consult more widely, drawing on his own experience and advising on the University’s assets and partnerships. –Frances Fernandes T As noted, after a century of leading the world in higher education participation rates, there are strong indications that America’s advantage is waning. For now, the academic research enterprise remains relatively vibrant, although there are important global shifts even here that are eroding the U.S. advantage. Although the United States still retains a lead in the number of people with higher education experience and degrees, at the younger age cohort a different story emerges. On average, the post-secondary participation rate for 18- to 24-year-olds is approximately 33%, according to a 2005 study by the Education Commission of the States, down from around 38% in 2000. In contrast, within a comparative group of 29 countries in the Organisation for Economic Co-operation and Development (OECD),1 many nations are approaching (and a few have exceeded) a 50% participation rate in post-secondary education in this younger age group. Most are enrolled in programs that lead to a bachelor’s, in contrast to the United States where nearly 50% are in two-year community colleges. According to the 2007 OECD report, in a twelve-year period, the United States has slipped from first to founteenth place in national higher education participation rates. In looking at the United States, there is always a need to disaggregate. There is substantial variation among the 50 states. In 2002, Rhode Island had the highest rate of postsecondary educational participation at 48%; Alaska had the lowest at 19%. California, Florida and Texas–states with large and the fastest growing populations–had approximately 36%, 31% and 27% respectively of their younger students attending some form of post-secondary education. In the majority of states, these participation rates have flattened or marginally declined over the last decade. But in some states, such as California, access to higher education for the traditional age cohort has declined significantly over the past two decades. In 1970, some 55% of all public high school graduates in California moved directly to tertiary education, among the highest rate in the nation; in 2000, the rate was a mere 48%, with the vast majority going into community colleges, most as part-time students, and most destined never to attain a two-year, let alone a bachelor’s degree. 1 Established in 1961, the 30-member organization brings together the govern- ments of countries committed to democracy and a market economy. One of its key missions is the collection and publication of data. www.oecd.org 12 UC MEXUS NEWS l Spring 2008 Since 2000, the college-going rate of high school graduates in California has declined further to an estimated 43%, according to one recent study, influenced in part by the large number of high school dropouts and a new high school exit exam. This has occurred in an economic environment in which demand for a labor pool with a postsecondary training and education is expanding. By the year 2022, one in three new California jobs generated will require an associate degree, bachelor’s or higher. Jobs requiring higher education are already growing faster than overall employment in the state. Access versus graduation A major reason for the U.S. lag is that the country ranks only twentieth in secondary education graduate rates among OECD nations. The U.S. Department of Education reports that the graduation rate among secondary school students is close to 75%. However, there is evidence that this is optimistic. Some researchers say that the number is closer to 65%, which would rank the U.S. a dismal 24th within the OECD. Despite the significantly low secondary graduation rates, the United States is still relatively competitive in access to higher education. This is because, as noted, a large number of students enroll in two-year community colleges where costs are low, but where attrition rates are extremely high. More students are part-time in the United States today than in the past and more are in two-year colleges. The wealthiest are in the four-year institutions, and students from lower and even middle income families are now more likely to attend a two-year college, less likely to earn a bachelor’s degree, and take much longer to attain a degree than in the past. All these factors influence graduation rates. Compared with other industrialized nations, the United States ranks only 14th in the percentage of the population that enters post-secondary education and then completes a bachelor’s degree or higher–another category where the United States once was number one. It appears that this dismal picture is not a short-term trend. Many Americans, and a growing number of minority and immigrant groups, are not getting their degrees. As a result, the United States. is one of the few OECD nations in which the older generation has achieved higher tertiary education rates than the younger population. UC MEXUS NEWS lSpring 2008 A larger malady Why the decline in the relative position of the U.S. in higher education participation and, most importantly, in degree completion rates? Increasing college and universities fees, increased student debt burdens, and an overly complicated and inadequate financial aid model are part of the problem–but not solely, as some like to argue. There are the larger social and political difficulties posed by significant demographic changes that include a large influx of immigrants with low socio-economic status, a growing divide between the rich and the poor, and the lack of attention and investment in public education by lawmakers or significant concern by various stakeholders, including businesses that rely on a highly skilled and professional workforce. California is a harbinger of the influence of globalization, including radical shifts in the demographic mix of developed economies. In California, more than 50% of the current population is either foreign born or has at least one parent that is an immigrant. Many come to the United States with education or professional skills, but even more come from extreme poverty and with little formal education. To make up for the deficit in college completion rates (a good national benchmark for assessing the native pool of talent vital for key economic sectors), the U.S. economy has become increasingly reliant on importing talent to make up for deficiencies in the production of scientists and engineers. For example, California, the state with the highest concentration of high technology businesses in the country, ranks among the bottom ten states in college completion rates among younger students. Yet it still ranks in the top ten in the number of people with college degrees. This U.S. model of importing talent may be unsustainable in its present form as global labor markets for highly skilled people shift to other parts of the world. Prudent public policy would be to make new investments in the education of those already in the country, while continuing to attract talent from abroad–not mutually exclusive goals. The Centrality of Public Higher Education It is no exaggeration to say that the socioeconomic health and vitality of the United States relies to a large extent on the future of the nation’s public universities and colleges, where some 75% of all students are enrolled. America’s population continues to grow, reaching 300 million in 2006, with substantial growth projected over the next two decades. 13 An Education Commission of the States study estimates that some 2.2 million additional students will enter accredited public and private colleges and universities between 2000 and 2015, if national participation rates hold steady. Yet current rates of participation within the traditional age cohort (18- to 24-year-olds) and older students (25 and older) are arguably too low. If participation rates nationally were to reflect the best-performing states at 44% (lower than the targets of many OECD nations), the result would be 10.3 million additional students in accredited post-secondary institutions by 2015. This large projected difference demonstrates how poorly many states are doing in their participation rates. Can the United States fully recognize and meet this challenge of aggressively expanding higher education access and graduation rates? While state governments have had the greatest influence historically on the fate of their public higher education institutions, when it comes to meeting national needs, there is a role for the federal govern- ment. On their own, states generally lack a broader understanding or concern regarding the issue of national competitiveness and the larger problems of growing social and economic stratification. Yet there are few signs that the country’s higher education leaders, let alone regional and national politicians, grasp the gravity of the situation. Discussion on the problems of local schools, and stagnant or declining higher education access and graduation rates, are balkanized among the states, caught in a type of trench warfare over resources and turf without a sense of seeing the forest for the trees. The prognosis is not good unless the next presidential administration seeks a more expanded higher education agenda beyond marginal increases in student loans and a fixation on costs, and not overall access and degree production rates. If the United States continues to rest upon its laurels, it hands a major and relatively new advantage to the EU and other economic competitors. © Copyright John Aubrey Douglass John Aubry Douglass John Aubry Douglass is a senior research fellow at the UC Berkeley Center for Studies in Higher Education, where he served as deputy director from 1999 to 2002. He is the author of The California Idea & American Higher Education, Stanford University Press, 2000. This article is adapted from his recent book, The Conditions for Admission: Access, Equity and the Social Contract of Public Universities, Stanford University Press, 2007. He can be reached at [email protected]. Additional information is available at http://cshe.berkeley.edu/people/jdouglass.htm De la Cruz’s work with underrepresented students thrives W hen former International Academic Programs Director Marlene de la Cruz Molina left UC MEXUS for UC Irvine in 2004, she shifted her focus from binational programs to California students. Since then, the Minority Science Programs, where she is associate director, has thrived. In 2005, the White House recognized the accomplishments of the Programs with its Award for Excellence in Science, Mathematics and Engineering Mentoring. In 2007, the UC Office of the President invited de la Cruz to go to Washington to meet with members of Congress to explain the value of programs addressing the needs of underrepresented students. The program partners with UC Irvine and the National Institutes of Health in several initiatives to 14 engage underrepresented youth in the sciences before they are turned off to schooling. De la Cruz works with students who often lack role models for attending college, and whose teachers and counselors have few resources to help them. The programs provide hands-on research in labs at UC Irvine and abroad where de La Cruz’s contacts with Universidad Nacional Autónoma de Mexico (UNAM) have born fruit. De la Cruz’s involvement with the program began when she was a professor at UNAM, mentored visiting students. Now she pairs students with UNAM researchers, several of whom are recipients of UC MEXUS-CONACYT Fellowships and Collaborative Grants. Many of those partnerships have proven particularly fruitful, and the resulting student research projects that have garnered state and national awards. UC MEXUS NEWS l Spring 2008 UC MEXUS FACULTY GRANT& Students need language support to write for academic publications duces an additional subset of skills–not so eveloping support for students much the bigger words or more complex learning to write academic papers sentences, but the understanding and lanin English–the lingua franca of guage use that is tied to particular meanmost of the academic world–has become ings, cultures, institutions and situations. essential in almost every nation. Thus, my When I interact with scholars from specialty in academic writing in English different countries, I often face just such has enabled me to work with colleagues issues: To fully understand my colfrom several countries in their quest to leagues’ perspectives, I must familiarize provide students and researchers with the myself with their scholarly domain, unilinguistic skills for participating in the versity and government policies, and proglobal knowledge economy. UC Santa Barbara photo m gram documents. I also must interact I am currently working to establish B Y CHARLES with administrators, not all of whom such a support program with the school of BAZERMAN speak English. languages faculty at Benemérita P ROFESSOR OF E DUCATION These challenges may be mitigated Universidad Autónoma de Puebla (BUAP). somewhat in some sciences, where there The goal is to enable both undergraduate UC SANTA BARBARA is an international lexicon and much of and graduate students to produce quality the reasoning is expressed through mathacademic work and to be credentialed as ematics. On the other hand, more English instructors in upper secondary advanced material in many scientific and technical fields is and higher education. My colleagues are hoping that our primarily in English, so students must master difficult disUC MEXUS-supported project1 would provide a good start for instilling effective English skills not only within ciplinary concepts while they are working with a language that is not their own and in which they are unaccustomed BUAP, but also on other Mexican campuses. to thinking. The challenges such programs must address extend The humanities and social sciences, however, offer a beyond the more traditional concerns of language instruction: grammar, syntax and vocabulary. This is not to down- different challenge since nuances of phrasing are of the utmost importance. One needs a heightened understanding play the basic language problem. It takes years to become sufficiently proficient in a foreign language. It takes time to of both culture and language because knowledge lies in cultural matters that may vary tremendously even in basic become habituated with the basic skills required to pull familiar words out of sound streams, parse at sight complex concepts. In our native language, we formulate concepts using the network of distinctions and meanings that our constructions so you know who is hitting whom, on whose language offers and that match our entire cognitive develbehalf, and why; spontaneously recognize verb tenses and opment. When I studied sociology as an undergraduate, forms, make sense of idioms, and recognize distinctions we talked about the organization of towns. But our conamong related words. Combined with the ability to reprocept of a town was a small U.S. town, not a pueblo. We duce all these constructions and meanings, is the conficompared them to rural family farms, not to latifundia or dence to interact fluently without being frozen by embarrassment and anxiety. 1 Charles Bazerman, Gevirtz Graduate School of Education, UC Santa Barbara. Nonetheless, communicating within academia introScientific publication in English for Spanish-speaking graduate students. D UC MEXUS NEWS l Spring 2008 15 haciendas. This demonstrates how closely tied sets of meaning and reasoning in any field are to the language we first learned them in. Specific assumptions also accompany the organizational patterns of particular educational systems. The fact that I took an undergraduate sociology course–and tasted a number of majors in the sciences, social sciences and humanities before entering English studies–is a peculiarity of the American higher education system. U.S. students often have two years of general education and can switch majors even up to the point of graduation. This means that there is often more tolerance of interdisciplinary reasoning in undergraduate papers and less expectation of disciplinary intensity than in systems where students enter the university with a predetermined specialization. Such diverse university cultures not only determine the kind, number and nature of written assignments but also how students learn to think and how they learn to write academically. Often the methods by which students are evaluated also differ. All these factors affect how researchers approach written material and the kind of scholarly work appearing within their nation’s journals. Disciplinary cultures also vary–both in how the universe of knowledge is divided into disciplines and in how each discipline proceeds in carrying out its business. In U.S. higher education, my own area, the teaching of writing, has historically been associated with literary studies. In other societies, however, first language writing tends not to be taught in higher education, and second language writing becomes the domain of applied linguistics. Further, although literary culture is shared and discussed internationally, the approach to each country’s literary culture, linguistics and scholarly practice differs greatly. Even the expectations for articles and their organization may vary, so that essays may appear to be of a distinctly different genre. An essay that meaningfully and persuasively speaks to pressing disciplinary questions in one country will not necessarily do so in another, nor will its arguments and evidence necessarily be persuasive. UC MEXUS and similar international academic cooperation programs provide wonderful opportunities to expand our visions and gain from our differing perspectives and knowledge. The support needed by students and scholars for whom English is a second language is crucial not only to provide for writing academic English, but also to learn how to argue and reason within distinctly different academic cultures so that all may bring their voices to the international marketplace of ideas. This work requires a high degree of individual consultation and mentoring by people who are knowledgeable about the academic cultures for which students are writing as well as the cultures they are writing in. We hope that our first steps in designing such programs will lead to models that fit within the context of Mexican universities and education, while producing students who are academically bicultural. M. Charles Bazerman Manuel Charles Bazerman, a professor of education at the Gevirtz Graduate School of Education, UC Santa Barbara, was the recipient of a 2006 UC MEXUS Faculty Grant, Scientific publication in English for Spanish-speaking graduate students. He specializes in the teaching of writing, writing in the disciplines, the rhetoric of science and technology, the history of literacy, genre theory, activity theory and distance learning. In July, Bazerman published The Handbook of Research on Writing: History, Society, School, Individual, Text (Routledge, 2007). This book brings together the broad-ranging, interdisciplinary, multidi- 16 mensional strands of writing research, reflecting a wide scope of international research activity. Chapter authors come from such disciplines as anthropology, archeology, typography, communication studies, linguistics, journalism, sociology, rhetoric, composition, law, medicine, education, history and literacy studies. The thirty-seven chapters are organized into five sections: history of writing, writing in society, writing in schooling, writing and the individual, and writing as text. Information on the book is available at: http://www.taylorandfrancis.com. Bazerman can be reached at [email protected]. UC MEXUS NEWS l Spring 2008 UC MEXUS-CONACYT COLLABORATIVE GRANT Maya study fosters binational ties BY FRANCES FERNANDES n 2005, a Mexican educator and a UC San Diego communications psychologist launched a binational collaboration to study primary education among Mayanspeaking children. I The UC MEXUS-CONACYT Collaborative Grant project, Elementary education, culture and cognitive processes of the Mayan children of Yucatan, Mexico, was designed to investigate culture-sensitive educational conditions in Yucatán and to develop specific pedagogical interventions. Mexican partner Juan Carlos Mijangos Noh, a researcher from Escuela Normal Rodolfo Menéndez de la Peña, Mérida, Yucatán, was already studying the education of the indigenous population. For this project, Mijangos Photo by Robert Lecusay A research collaboration between Escuela Normal Rodolfo Noh and his graduate student team were to Menéndez de la Peña and UC San Diego focused on Maya chilwork closely with a research team led by dren in Chacsinkin. A house in the village is pictured above. Michael Cole, a UCSD professor of communications and psychology, in designing and implementing the study, and creating culturresearchers saw this as evidence that teachers were disally sensitive educational material to help improve school connected and disinterested in the town. performance in the target community of Chacsinkin.1 The Chacsinkin project had seemingly run aground. But early in the project, it became apparent that Maya However, the project was conceived with additional goals, families in that community no longer were using the enabling the researchers to continue their work in unanticiindigenous language and culture that Cole and Mijangos pated directions. The investigators invited experienced Noh sought to evaluate. Instead, parents and teachers researchers John Lucy, Suzanne Gaskins and Luis Moll to were focusing on mainstream Spanish. When Cole’s gradtake part as “advisors.”2 Both principal investigators also uate student Robert Lecusay went to Chacsinkin to sought to ensure that the work would continue beyond the observe classes, he found teachers unwilling to cooperate scope of the initial project by using it to prepare young with him. The teachers “parachuted in” from more affluscholars in “the study of development, learning and the ent communities, Cole said. Their discomfort with the pedagogical science.” local community and lack of respect for its culture was From the outset, the researchers planned to use new communicated to the children in a variety of subtle ways. audio-visual technology to enhance the collaborative They saw local people as culturally inferior and the chilexperience on both sides of the border. A sophisticated dren were made to feel culturally inferior also. The version of a webcam, a Polycom, was to be used for plan1 Chacsinkín is a village 104 kilometers southwest of Mérida. UC MEXUS NEWS l Spring 2008 17 ning and discussions between the widely dispersed research groups. In addition to Lucy and Gaskins, who were working in a community close to Chacsinkin, graduate students working with Moll and other Universidad Autónoma de Yucatán (UADY) researchers were brought into the discussions. This expanded network required the coordination of several institutions, facilities, technical personnel, researchers and students across three time zones, two nations and two languages. Cole research associate Virginia Gordon saw multiple opportunities for discoordination, some potentially catastrophic. UADY needed special permission from the Mexican government to bypass a firewall3 to connect with the U.S. universities through an Internetmediated videoconference. Added to these stumbling blocks were power failures, audio problems, poor acoustics, a scarcity of bilingual technicians and the timidity of graduate students. Yet Cole saw these apparent limitations as benefits in disguise. “It’s a little bit awkward . . . the whole turn-taking mechanism is slowed down. But that’s great because everyone thinks before they speak, and they have to work a little harder at understanding one another.” The videoconferencing allowed participants to build a new body of knowledge that spawned additional collaborations and established new ties among researchers and students with overlapping interests. The project took on a life of its own as researchers found ways in which they could broaden its scope. Gordon saw that group understanding of the issue was greatly enhanced by comparing the situation of Mayan speakers in Mexico with that of Spanish speakers in the U.S. International/intercultural dialogs of this kind could contribute to “higher order learning.”4 Cross-national comparisons also helped 2 John Lucy, University of Chicago William Benton Professor, Department of Comparative Human Development and Psychology, http://home.uchicago. edu/~johnlucy and Susanne Gaskins of Northeastern University are experts on Mayan language education and development. Professor of Education Luis Moll, Department of Language, Reading and Culture, University of Arizona, and associate dean for academic affairs for the College of Education, is an expert in language, reading and culture. 3 Gordon, Virginia, Robert Lecusay, Michael Cole, Laboratory of Comparative Human Cognition University of California, San Diego “Multisite Videoconferencing between Developed and Developing Countries to Build and Sustain Educational Research Collaborations,” a paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL, April, 2007. 4 Ibid. 18 researchers better understand the complexities of minority ethnic group life within a dominant majority culture. The situation in the Maya village had a direct parallel in San Diego County. In part, the project had been designed to compare to Cole’s extensive work with San Diego elementary school children, which demonstrated how cultural contexts condition cognitive processes. Gordon had experienced dynamics similar to those occurring in Chacsinkin in her own work in San Diego. Gordon and then-fellow graduate student Honorine Nacon observed Latino parents at one San Diego school voting to eliminate a bilingual Spanish program because they wanted their children to learn only English and be more integrated with the English-speaking community. There also, Gordon observed that most of the teachers commuted from more affluent areas and seemed eager to leave as soon as their classroom duties were completed. In Arizona, where Moll observed similar dynamics, he addressed the issue of culturally disconnected middle-class teachers by showing them how to incorporate “local funds of knowledge” into the education experience. Teachers were exposed to the local community where they spent time learning about the specific skills and experience that local people could contribute to education. Eventually, the audio-visual meetings enabled researchers and students who were operating in the same intellectual arena to become acquainted and set up face-toface meetings, and some of the discussions evolved into new projects. In the town where the Chicago researchers Lucy and Gaskins were working, parents strongly advocated the practice of Mayan language and culture–unlike in Chacsinkin. The researchers set up a meeting with Mijangos Noh and his students, and remained in contact even after the Cole-Mijangos Noh collaboration came to a close. In addition, Moll’s graduate students and junior researchers became energized by the discussion, and one student decided to devote her doctoral dissertation to comparing home literacy in Arizona and Yucatán. Mijangos Noh and Universidad de Yucatán student Fabiola Romero Gamboa wrote a book, Mundos encontrados, análisis de la educación primaria indígena en las comunidades en el Sur de Yucatán, about the experience (Edicciones Pomares. 2006). An English-language version is in the works. UC MEXUS NEWS l Spring 2008 UC MEXUS-CONACYT COLLABORATIVE GRANT ‘Spanglish’obscures students’ skill BY FRANCES FERNANDES tudents whose home and school lives straddle the U.S.-Mexico border provide a real-world lesson for California teachers, according to researchers from Mexico and UCSD. S In a 2004 study, supported by a UC MEXUSCONACYT Collaborative Grant, Guillermo Alonso Meneses, a professor of population studies at Colegio de la Frontera Norte (COLEF), and Ana Celia Zentella, a linguist and professor of ethnic studies at UC San Diego, interviewed 40 Tijuana students who attend school in San Diego. Aiding in the work were Ana Maria Relaño Pastor, a Spanish postdoctoral fellow, and students from UCSD and COLEF. The researchers discovered that, although the students were completely bilingual, their English and Spanish constructions blended in ways that obscured their impressive linguistic skills. The project, Trans-fronterizos remapping the border: language, identity and ideology among Tijuana students in San Diego, took a multidisciplinary approach to studying the experience and education of cross-border students. The researchers interviewed equal numbers of male and female students who had crossed the border to attend school for at least three years. Some studied in public schools and others in private schools. Most were U.S. citizens whose families subsequently moved back to Mexico. The bilingual cross-border students provided a perfect opportunity for Alonso and Zentella to test the thesis of noted linguist Uriel Weinreich, who claimed that “ideal bilinguals” keep their languages completely separate. In fact, the researchers’ linguistic analysis of 40 bilingual interviews showed that, contrary to Weinreich’s assertion, students do mix elements of Spanish into their English and vice versa. The researchers concluded that UC MEXUS NEWS l Spring 2008 Photo by Guillermo Alonso Meneses Cross-border students wait for the bus ride back to Tijuana after spending the day at a school in San Diego. For many students, their day begins in the predawn hours and ends in the evening, when they complete the long journey home. most of the intermingling was unconscious because, even though the students used so-called “Spanglish” to varying degrees, they were at the same time hypercritical of its use. The students learned that what linguists call codeswitching is looked down upon in both Mexico and the United States, where the lay person calls it “Spanglish.” Alonso and Zentella observed that, despite using Spanglish phraseology when they spoke English, the Mexican students consciously struggled to keep the languages separate, believing that such usage was charac- 19 teristic of Mexican-American speech. But Alonso and Zentella noticed that sometimes they switched phrases or entire sentences for emphasis or other discourse strategies, and tell-tale pieces of vocabulary and syntax peppered their speech in both languages. Some confusion in their English included the transfer of Spanish constructions, e.g., “in the floor” (en el suelo), “in the border” (en la frontera), “there is things” (hay cosas), “people is.” (la gente es). A more serious consequence was that, when these and other such characteristics crept into their writing, they created problems at school, especially in English classes. Observing what the teachers thought of as poor grammar skills, school officials tended to underestimate the language-skill level of the students. Many students lost a grade, were placed in less challenging classes or their linguistic achievements were misevaluated. Zentella believes that part of the problem lies with the training of most English-as-a-Second-Language teachers, who are not taught the reasons for typical linguistic anomalies common to many Spanish-language bilinguals or the grammatical knowledge involved in code switching. Photo by Guillermo Alonso Meneses Students from Tijuana who attend school in San Diego often spend hours each day negotiating the San Isidro border crossing. Politics also has entered into the equation. Zentella pointed out that legislation limiting bilingual education means that these students are placed into English language development classes that are neither sufficiently advanced nor rigorous enough for them. They spend years in those classes deprived of the practice they need in reading and writing in either language. This situation hinders their progress and prevents them from getting advanced placement credits needed for college. an extraordinary effort to continue their education in the U.S., getting up at 4 a.m. for a two- to three-hour crossborder trip to school. The San Ysidro border crossing alone presents a daily challenge. The students must contend with what the Immigration and Customs Enforcement Agency calls the busiest international land border crossing in the world, which means that students often spend long periods of time waiting to get across the border. Cognizant of these pitfalls, the students work hard at perfecting their English. Zentella said that they understand that English fluency is tremendously marketable and they are proud of their bilingual skills. At the same time, students tended to be critical of the Spanish of Mexican Americans and were shocked when teachers and administrators put them in the same category of linguistic competence. Now that this study has solidified a cross-border academic collaboration between UC San Diego and COLEF, and has provided a foundation for new research, Alonso and Zentella will expand the study into a sociolinguistic ethnography of San Diego high schools. In this new study, the researchers will compare students’ linguistic behaviors and attitudes with their academic achievement. The two researchers hope their work will open new avenues of dialogue between Mexican and U.S. scholars that will enrich the current state of the art in border studies, particularly as regards national/binational alliances, transnational educational challenges, and binational citizenship. The two researchers now plan to take the study a step further, looking in particular at whether the extra effort that the cross-border students make to improve their education is, in fact, paying off. After all, the students make 20 UC MEXUS NEWS l Spring 2008 States open up college to undocumented students grilled me, their unofficial University of California ambassador, about campus life. My car was also the site of numerous political strategy sessions: some of the 16and 17-year-old students were already ears before the immigration marches playing critical roles as liaisons between of 2006, the federal immigration their immigrant parents and neighbors, reform process was caught in a maelUNIVERSITY OF ILLINOIS PHOTOOO and the government bureaucracies and strom of politicized debate and division. Yet a BY HINDA SEIF corporate interests in their community. ray of hope for immigrant communities has ASST. PROFESSOR, Although the conversations often took a been the successful passage of 10 state laws in serious turn, they also chatted about such ANTHROPOLOGY & support of higher education for undocumented typical teenage preoccupations as movies WOMEN/GENDER students. These laws restore students' ability to and Saturday night plans. Wherever the STUDIES, UNIVERSITY OF pay the equivalent of in-state tuition to attend conversation roamed, it was clear that ILLINOIS, SPRINGFIELD public institutions of higher education in the these schoolmates refused to allow immistates where they have lived and been educatgration law to divide them. ed for years while being legally defined as "non-residents." In 2001, with the aid of their testimony, lobbying and In 2000-2002, I conducted research during the now activism, California AB 540 became law. Since then, simhistoric struggle for California's in-state tuition law, ilar laws have been enacted in nine states ranging from Assembly Bill 540. I was a participant observer working in historic ports of entry for immigrants (Texas, New York the Sacramento and Cudahy offices of late Assemblyman and Illinois) to newer destinations for Latin American Marco Antonio Firebaugh, the principal author of the bill. migration such as Nebraska, the one state to pass an inThe results of my research, supported by dissertation state tuition bill in 2006. grants from UC MEXUS and the UC Pacific Rim Similar legislation was introduced in 27 states during Research Program, appear in a 2004 article, "Wise Up! 2006, according to Ann Morse, immigrant policy program Undocumented (Im)migrant Youth, Latino Legislators, and director of the National Conference of State Legislatures. the Struggle for Higher Education Access." Latino Studies Although immigrant students have mostly been on the win2, 210-230 (July 2004). My doctoral fieldwork explored ning side, legal scholar Michael Olivas says that lawsuits the ways that California legislators, educators and neighhave been filed to overturn Kansas and California's in-state bors asserted the state membership of their immigrant high tuition laws, and state bills have been introduced aiming to school students after the passage of Proposition 187. restrict higher education access based on immigration status. During my research, I looked forward to driving stuLike AB 540, the nine new laws allow students to pay dents from Huntington Park in Southeast Los Angeles to the equivalent of in-state tuition if they have attended a the Pico Union district downtown, where a weekly youth school in the state for a certain number of years, graduated group organized for educational equity for undocumented from high school in the state and, if they are immigrants, students. The students who piled into my old Toyota each signed an affidavit stating that they have or will apply to week were U.S. citizens, legal residents and the undoculegalize their immigration status as soon as they are eligimented–united so that their schoolmates could come a step ble to do so. Beyond the legal impact, this legislation symcloser to achieving their academic and leadership potential. bolizes the concerns of educators, community members During our often extended car rides through infamous and elected officials nationwide for the future of students L.A. traffic, the students discussed the American literary in their states who came to the United States at a young classics that they were reading in school. They lived in a age, learned English, have excelled at school despite enorlargely working class, Mexican immigrant enclave, and they "These kids are our future. . . . If we are going to rehumanize the issue of immigration, this is the legislation."–Steve Zimmer, teacher & counselor, John Marshall High School, Los Angeles. Y UC MEXUS NEWS l Spring 2008 21 mous barriers and, like the young activists in Los Angeles, often serve as community translators and leaders. Efforts to educate immigrant youth can transcend partisan politics because their individual stories touch the hearts of elected officials and citizens, and offer hope for future contributions to innovation, leadership and prosperity. As a cultural anthropologist, I also have been impressed by the regional significance of these bills and the way the common struggle has been translated to fit each state. The Oklahoma State Regents for Higher Education have a Spanish language website that welcomes Spanish-speakers and incorporates essential information that may mystify those with limited formal education or exposure to U.S. and state college culture. The Oklahoma website contains an explanation of the categories of institutions of higher education along with a link http://www.okhighered.org/studentcenter/espanol/indocumentados (Oportunidades para Estudiantes Indocumentados) that explains the in-state tuition law, provides links to state financial aid and a phone number for a Spanish-speaking contact to answer questions. In Texas, the state that passed an in-state tuition law before California, immigrant students may apply for state financial aid. Out-of-state tuition waivers are even available to Mexican citizens to pursue higher education. In 20042005, 2,613 students received waivers to attend institutions in border counties, according to the University of Texas System website. And an additional 274 students received waivers to attend other public universities in the state. Although New Jersey has the sixth largest immigrant population in the nation, a series of bills introduced to make higher education more affordable for the undocumented has thus far failed. Based on my informal "participant observation" as a visiting faculty member at Rutgers University since 2005, it appears that New Jersey's immigrant population–highly diverse in language, country of origin and race–has made the unity necessary to support the bill difficult to achieve. This challenge has been compounded by voter unrest with high property taxes, comparatively high and rising tuition rates and a state budget crisis. Unlike California, there are few Chicano citizens to champion the cause of undocumented Mexican migrant communities such as the one that surrounds my campus in New Brunswick. Instead, they must look to the leadership of long-term Puerto Rican, Cuban American and other citizen communities. In New Jersey, however, I have also been moved by the speeches of such elected officials as Mayor Robert Patten of the Borough of Hightstown, who reminded 22 his fellow New Jerseyans of the Ku Klux Klan cross-burnings on the lawns of new Italian American families in Hightstown during the early 1900s. Both the opponent and the primary sponsor (Sen. Ronald Rice, D-Newark) of New Jersey's in-state tuition bill are African American, which complicates assumptions about the racial politics of this issue. Yet New York State, whose historic identity is embedded in immigrant opportunity, passed an in-state tuition bill despite the increasing diversity of its immigrant population and the common, albeit inaccurate, association of undocumented immigration with terrorism. Students and faculty waged a hunger strike in support of the bill at City University of New York, which has a large immigrant student body from 172 countries that speaks more than 131 languages. Undocumented students in California and throughout the United States still face enormous barriers to the fulfillment of their educational and life potential. Through 2005-2006, follow-up research on AB 540 as a UC All Campus Consortium On Research for Diversity (UC ACCORD) postdoctoral fellow, I learned that neither the California State University nor California Community College systems collect information on AB 540 beneficiaries. This complicates assessment of state success in complying with the legislature's mandate that they educate the next generation of immigrant leaders regardless of current legal status. According to the UC Office of the President's Annual Report on AB 540 Tuition Exemptions, during the 20052006 academic year, most recipients of the tuition waivers were documented. The number of potentially undocumented students who are obtaining tuition waivers in the UC system has been growing each year since the bill's passage but began to level off between 2004-2005 and 2005-2006, when 390 students were assisted. Of potentially undocumented undergraduates receiving these waivers, 45-52% were Latin American and 40-44% were Asian immigrants. The college informational and outreach sessions that California's three university systems conduct may assume still that students are citizens or legal residents. This alienates and feeds the fears of vulnerable immigrant students. Last year, the USC Center for Higher Education Policy Analysis published an excellent guide to admissions and financial aid for undocumented students: The College and Financial Aid Guide for AB 540 Undocumented Students,1 1 http://www.usc.edu/dept/chepa/pdf/AB_540_final.pdf (accessed May 4, 2008) UC MEXUS NEWS l Spring 2008 (Olivérez et al, eds.). Yet information about AB 540 and its procedures may not be readily accessible on college and university websites. Recent bills following the lead of Texas and Oklahoma by providing state financial assistance to needy in-state tuition bill beneficiaries have passed the California legislature, only to be vetoed by the governor. At the national level, although the federal Development, Relief and Education for Alien Minors (DREAM) Act had been gaining congressional support across the aisle in recent years, immigration reform controversies and the consolidation of youth and adult legalization proposals have bogged down more popular efforts to offer adolescent students a pathway to U.S. citizenship. Thus, the student activists whom I so admire continue to struggle to attend school part-time, must use pseudonyms when they speak out, and face a transition from their proud self-definition as "AB 540 students" who have received official recognition as valued members of California (personal conversation, Leisy Abrego) to precarious lives as undocumented and underemployed adults. Following the lead of the late Marco Firebaugh, a tireless fighter for California's immigrant students, we can continue to pursue justice for these students by keeping track of the numbers and characteristics of AB 540 beneficiaries in a manner that will not jeopardize their confidentiality, Hinda Seif, a 2000 UC MEXUS dissertation fellow from UC Davis, is assistant professor of anthropology and women's/gender studies at the University of Illinois at Springfield. She conducts research on Illinois immigrant incorporation policy with the Center for State Policy and Leadership, and teaches about gender, migration and globalization. Seif is working on a book based on her experience with those advocating for access to higher education for the undocumented. She can be reached at [email protected]. Thanks to Michael Olivas, University of Houston Law Center, for updated information on legal issues related to undocumented students. and by making information about AB 540 more accessible to students and parents through personal and website outreach. We can extend state student aid programs to AB 540 students to turn the law's great potential into reality. Members of California's academic community should support passage of the DREAM Act. Immigrant students should not be held hostage to controversial debates and complex negotiations over broader immigration reform. 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