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I tried a bit of an experiment last night “Live Blogging” the  LATISM/NSHMBA get together on Twitter. The discussion covered a number of topics regarding the Hispanic workforce, education, and other areas.  

I captured tweets from the participants as well as my thoughts (incorporated into the stream as observations). I attempted to incorporate broader themes and perspectives via CoverItLive …. this is my first time using the software so there was some  slips along the way! I’m hoping the captured dialogue and content will serve as a resource for you after the event. 

Click Here to Open Discussion Window

A summary of my observations can be found after the jump below. Read more…

Busy days with different projects and meetings this week — but a few things caught my eye today that I wanted to share around the topics of the Hispanic workforce/demographics, mentoring, and education. Enjoy!

UCLA Project Examining Latino Baby Boomers: I was speaking with a colleague earlier in the week regarding Hispanic population trends. We discussed how there’s been a lot of analysis on immigration, educational, and workforce related topics. We both agreed we’d start seeing more of the type of studies being conducted by Latinos and Econmic Security (LES) and UCLA. An excellent report which discusses the characteristics of Baby Boomer Latinos. A definite must read. Also browse around LES website to see the fine research work they do! You also might want to review the work of Dr. Fred Bonner who has written extensively on the learning attributes of Hispanic millennials.

Why Men Still Earn More than Women: Excellent piece by Harvard Business Magazine examining the reasons why men still earn more than women. The article was co-written by Herminia Ibarra one of my favorite researchers. I included a lot of her research in my doctoral work. Much of the article’s discussion centers on mentoring — which happens to be in line with my post a couple days ago. Check out the article and Google Dr. Ibarra’s work – she’s excellent at what she does.

Unlearning Teaching: Another great piece I found via Alastair Creelman, who works with net-based learning at Linnaeus University, Kalmar in south-east Sweden. He also writes the blog Corridor of Uncertainty. As an online instructor for over eight years now, I found his thoughts very much in line with what I attempt to do in my online classes. Alastair shares this entry from the original source, Will Richardson, “Learner in Chief” at Connective Learning:

“I think that’s one of the hardest shifts in thinking for teachers to make, the idea that they are no longer central to student learning simply because they are in the room. When learning value can be found in a billion different places, the teacher has to see herself as one of many nodes of learning, and she has to be willing to help students find, vet, and interact with those other nodes in ways that place value at the center of the interaction, meaning both ways. It’s not just enough to add those who bring value; we must create value in our networks as well.”

I’m passionate about education. I’ve been teaching online for a few colleges for nearly a decade now. I’m always inspired by students especially those that are single moms, career changers, and working adults. These students and others always remind me of how education needs to be a lifelong experience.  The New York Times has an excellent piece on the importance of continuing education. It profiles one Hispanic college student, too! The article provides a nice overview of how lifelong learning is imperative to remain viable in an work environment that is consistently changing. I’d encourage you to take a look when you have a chance. Great read.

We often get preoccupied with measuring our own success with standards established  by others. This occurs in our education, our careers, and personal lives. When I was choosing a place to attend college, for example, I wasn’t concerned about whether it was 1st-Tier or 2nd-Tier school – in fact – I  didn’t know there was such a “system” until I was in college.

As a college recruiter, there was always pressure to recruit from “top-tier” schools. We did but I also made an effort to recruit from schools that we’re not on anyone’s radar.  I really don’t get why there’s a preoccupation with lists or rankings. An education is ultimately what you make of it. I got out of my education what I put into it. The president of my alma mater (The University of Texas at El Paso) would say at every graduation that the quality of any educational institution can be measured by the performnace of their graduates in the workforce.  

I think it’s good advice. It equalizes the playing field.

There are two reports that were released this week that provide valuable information on the Hispanic college student experience. I’ve not had a chance to read the details of the report shared by Education Trust regarding the differences between colleges and universities in recruiting and retaining college students so I’ll stop short of providing my perspective. The study is yet another indication that colleges, organizations, and other institutions are at least beginning to realize the importance of recruiting and developing Hispanic talent and the Hispanic workforce. Below is an abstract of what you’ll find in the study:

To improve degree attainment among Hispanic students,colleges and universities simply must enroll more of them. But it’s just as important that these institutions also boost their graduation rates and close graduation-rate gaps. This brief calls attention to the colleges and universities that are serving Hispanic students well, as evidenced by small or nonexistent graduation-rate gaps between Hispanic and white students. We also shine a necessary light on institutions with particularly large gaps—the institutions that are not serving these students as effectively as they should.

Another report entitled “How American Pays for College,” sponsored by Sallie Mae and Gallup, supplements some of the information found in the report above. Among the many findings, the study reports that Hispanic families were more likely to eliminate colleges based on cost alone – even before researching a school. The report includes additional information on how Hispanics finance their college education. Two very good reads.

I’ve been working on presentation I’ll be giving next month focusing on Hispanic college students in the United States. There are many themes to address when it comes to this broad subject: access; financial aid; cultural influences; generational impact; language; and many others. All tie into developing Hispanic talent and the Hispanic workforce. Today an article shared by Education Week touches upon one of these themes – Hispanics and four-year college attendance.

It’s no secret that Hispanics are more inclined to attend community colleges on a part-time basis. Hispanics tend to choose community colleges because they offer more access, lower tuition rates, and flexible schedules – all of which are important factors for the many Hispanic college students that work at least part-time.  

Working and attending school on a part-time basis is a recipe for disappointment and frustration. I should know. As a recent high school graduate many years ago, I attended community colleges in Los Angeles (mostly part-time) while working full-time. Working and going to school was a prelude to dropping out of THREE community colleges within a matter of two years.

Only after I left home to attend a four-year institution in Texas was I able to complete my studies. However, most of my community college credits didn’t transfer to my new school – so I started from square one. There was little explanation as to why – only that “I had taken the wrong courses.”

I was fortunate. I completed a four-year degree in just over three years. The income I earned during my working years helped finance my education but only partially. I was unaware of the financial help available for students like me. Understanding the “financial aid ropes,” allowed me to attend school full-time while working on campus via a work-study grant.

While community colleges provide a valuable path to higher education, for many Hispanics it’s often a road that begins and ends there. It’s good to see that there are many organizations working hard to increase the transfer rates of community college students to four-year institutions. With the right kind of support, Hispanic four-year college attendance rates will most definitely increase.

Earlier in the year, I shared my experiences as a volunteer and student participant with Junior Achievement. Today, my good friend  Amy Boroff, Development Director for Junior Achievement of New Jersey, shared this video from their Latino Professional Community Day. The event brought together dozens of Hispanic volunteers from corporations and professional associations to mentor students at First Avenue School in Newark, New Jersey. First Avenue’s student population is more than 90% Hispanic. One can imagine the impact of having role models spend the day with these kids. You can literally see the excitement and engagement in their eyes. Please take a few short moments to see the wonderful work done by Amy and the great team at Junior Achivement of New Jersey. It made my day – let it make your day as well. Enjoy!

Junior Achievement’s Latino Professional Community Day from Leo Aristimuno on Vimeo.

I’m teaching a course on critical thinking at the moment so I’m very aware that stereotyping is “hard wired” into our brains. It’s part of our cognitive process. We often don’t meet someone as a completely new person – we unconsciously use our expectations and perceptions (our stereotypes) to make some initial observations. Stereotyping can also result from not being informed or not taking the time to “research the new data.” It’s when this lack of understanding begins to dictate behaviors and attitudes that it creates issues or even missed opportunities. Take for instance two articles from AdAge regarding misconceptions about the Hispanic market. One article demonstrates how some organizations still don’t understand how to reach a “new majority.” The other discusses the affluence of Hispanics.

The reality is that stereotypes (including cultural misunderstandings) can hit an organization’s bottom line. These ‘attitudinal barriers’ cannot only hinder the ability of organizations to reach certain markets, but it also makes it difficult for employers to recruit and retain a diverse workforce. These misconceptions might also become systemic barriers when the lack of understanding is incorporated into organizational policies and practices that can negatively impact certain cultural groups. Because cultural diversity is now a reality in the United States, especially in the workforce, it’s important for organizational leaders, educators, trainers, and everyone to gain a better understanding of and sensitivity to stereotypes. We all have much to gain from helping bridge the cultural divide.

There’s a unique school that’s giving kids from an inner-city neighborhood that only graduates 33 percent of its high school students a shot at college they never had before. Byron Pitts reports on the SEED school, the first urban, public boarding school (via 60 Minutes video).

Watch CBS News Videos Online

It’s graduation time, and I want to extend my sincerest congratulations to the Class of 2010.  I know many college students drop by HTM so my best wishes go out to you on completing this very special journey. Enjoy this milestone in your lives. It’s hard to believe that I graduated with my bachelor’s degree 20 years ago from the The University of Texas at El Paso. Back in 1990, UTEP graduated about 700 students – a large majority of them Hispanic and the first in their families to graduate from college. Over the weekend, UTEP held its Spring commencement and graduated over 2,500 students. I’m proud to be a UTEP graduate and am delighted to see the impact they’re making in graduating many more “first time” college graduates.